|Abstract||The present inquiry is based on the data, text and findings from my Ph.D. project. I have used the Living Educational Theory approach to improve my English as a Second Language (ESL henceforth) teaching practice and produce knowledge from questions such as How do I improve what I am doing? This paper reports a classroom-based action-research study conducted in a university in Pakistan, where I teach ESL in large compulsory language support classes. I aim to find an accessible solution to the problem that the majority of students are not autonomous or motivated and do not actively engage with the learning process in these classes and, therefore, they fail to make satisfactory progress with their language learning.
Through this inquiry, I narrate the processes and procedures, which were used to improve the situation with my students and colleagues. The findings come from two phases: the situational analysis and the intervention. I used a highly structured approach to group work, involving permanent groups and carefully selected cooperative learning activities and, hence, helped students to increase their motivation and engagement in English language support classes at the University level. From the overall inquiry and the use of Living Educational Theory research, I claim that a living-educational-theory may be a very effective methodological approach for improving one’s own academic practices and also student autonomy, motivation and engagement with ESL learning activities.