Contemporary English Language Teaching (ELT) has increasingly emphasized learner engagement as a key determinant of successful language learning. However, engagement is often treated as an outcome of instruction rather than as a central pedagogical principle. Addressing this gap, the present study reconceptualizes engagement as pedagogy and examines how digitally mediated classroom practices influence English language learning outcomes in higher education. Grounded in constructivist and sociocultural perspectives, the study positions engagement as an instructional design strategy that actively shapes learners’ cognitive, emotional, and behavioral involvement in language learning.

Adopting a mixed-methods research design, the study was conducted with undergraduate learners exposed to engagement-centered, digitally mediated instructional practices. Quantitative data were collected through pre- and post-tests measuring English language learning outcomes, along with learner engagement questionnaires. Qualitative data were gathered through classroom observations and semi-structured interviews to capture learners’ experiences and perceptions. The findings reveal that digitally mediated practices significantly enhance learner engagement and contribute to measurable improvements in language learning outcomes. Moreover, a positive relationship was observed between levels of learner engagement and language proficiency gains, highlighting engagement as a mediating factor in effective language learning.

The qualitative findings further indicate that digitally mediated practices foster active participation, learner autonomy, and confidence in language use by creating interactive and inclusive learning environments. By framing engagement as a pedagogical approach rather than a by-product of instruction, the study offers a theoretical and empirical contribution to ELT scholarship. The findings underscore the importance of designing engagement-centered, digitally mediated pedagogies to enhance the effectiveness of English language teaching in higher education contexts.