In today’s learning environment, students thrive when learning is personalised and where they are empowered by working collaboratively through open-ended and liberated thinking. Through inquiry-based approaches to teaching and learning facilitated through blended-learning experiences, teachers can develop a more inclusive, interactive and creative approach to teaching, whilst students develop self-confidence, independence and pride with their learning. This action research study explored how a blended and inquiry-based approach to learning, facilitated through an online collaborative platform, enriched engagement and improved motivation in Preliminary Higher School Certificate English students. Participants in this action research responded to an inquiry-based summative assessment task with freedom to choose format and style, drawing on multiple modes, semiotic resources, and digital tools. The benefits included enriched collaborative learning experiences through innovative activities and digital technologies, allowing students to employ creative liberty within their learning processes. Findings suggest that students approached the inquiry question through differing motivations; some students were engaged by the independence, flexibility and freedom of the inquiry-based approach, and some saw the process as a rite of passage. The students were empowered by the personalised approach to learning; notably, students had a profound shift in their awareness of their ability to learn and construct new knowledge. The differing motivations driving students through their inquiry ignited different perspectives, generated novel ideas and established a dynamic energy. The action research shed light onto the changing role of the teacher, who served as team leader, project manager, coordinator and facilitator of student learning. Findings indicate that adopting a more democratic and participatory role dramatically transformed the relationship between teacher and students
