This study examined experiences and perceptions 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 from the participants 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 practices enable a more engaging, secure, inclusive, and collaborative learning context. The study presents instructional implications for transforming conventional student-teacher interaction into a peer-learning-oriented and autonomous atmosphere in higher education.