Sogut, SibelBelli, Serap Atasever2025-03-232025-03-2320242322-1291https://doi.org/10.30466/ijltr.2024.54921.2595https://hdl.handle.net/11486/4776This study examined experiences and viewpoints of English as a Foreign Language (EFL) learners' regarding the integration of QR codes into writing and speaking practices at the tertiary-level L2 learning. Employing an action research design, researchers collected qualitative data through online interviews, a survey of open-ended questions, and learners' written reflections during class hours and brief field notes. Inductive thematic analysis was used for data analysis to form codes and themes. As a result, the learners identified QR codes as time-saving, useful, and enjoyable pedagogical tools for writing and speaking practices. The facilitative role of QR codes was centered on increasing motivation and interaction with classmates during different phases of productive skill-based activities, particularly in the idea-generation steps. The learners reported that QR code-based mobile learning practices make learning environments more participatory, safe, inclusive, and cooperative. The study presents instructional implications for transforming conventional student-teacher interaction into a peer- learning-oriented and autonomous atmosphere in higher education.eninfo:eu-repo/semantics/closedAccessaction researchhigher educationmobile learningQR codeswriting and speaking practicesArticle12210.30466/ijltr.2024.54921.25952-s2.0-85200225044Q1WOS:001313450000001N/A