This practitioner research paper investigates how the integration of creativity and technology enhances learner engagement in third-level language classrooms. Drawing on reflective practice, the study explores the use of multimedia ePortfolios, gamification apps, and digital tools to support learner autonomy, motivation, and meaningful language use. By embedding these tools into everyday teaching practice, language modules became more interactive, student-centred, and aligned with diverse learner needs.

In response to the ILTA 2025 conference theme, “Are we there yet? The hereness and not-yetness of AI and educational technology,” this paper focuses on the “hereness” of widely available technologies already enriching classroom practice. While it does not centre on artificial intelligence, it addresses concerns around plagiarism and academic integrity by highlighting how process-based, creative assessments—such as multimedia submissions and in-class engagement through gamified platforms—can act as both motivational tools and ethical safeguards.

The session will present practical strategies, student feedback, and examples of implementation, offering insights for educators looking to reimagine language learning through flexible, creative, and digitally-supported pedagogies.