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(2023)Thesishis thesis reports on a longitudinal participatory case study into Indonesian university English language teachers’ engagement with exploratory practice (EP) as a collaborative approach to professional development when implementing technology-enhanced task-based language teaching (TETBLT). From an ecological perspective of teacher agency, this study focuses on three factors: (i) exploring English language teachers’ motivation to participate in EP through designing and implementing TETBLT; (ii) examining the challenges experienced by teachers when undertaking EP for supporting TETBLT; and (iii) investigating how teachers respond to those challenges. This study involved 10 English language teachers in Indonesia. Data was collected through repeated semi-structured interviews, focus group discussions, reflective journals and curriculum documents, followed by analysing the data using interpretative phenomenological analysis (IPA). The study findings suggest that teachers had different motivations to participate in EP projects for professional development, such as improving their pedagogical competences, adapting to new pedagogical contexts, and sustaining a supportive professional development platform. As this study was conducted during the COVID-19 pandemic, it also explored how teachers’ motivation to learn more about TETBLT was impacted by the pandemic, as well as how engagement with EP facilitated this. The findings also showed that teachers experienced challenges when undertaking EP, including choosing puzzles to explore, managing their potentially exploitable pedagogic activities (PEPAs) in the classroom, and adapting to the new pedagogical context related to regulating their emotions. In response to those challenges, that teachers were able to seize opportunities and maximise the use of EP to support their pedagogical skills within TETBLT by enacting the principles of collaborative inquiry via the maintenance of a supportive community of practice when addressing recurring pedagogical issues in different contexts. Collaborative inquiry via EP did bridge a gap between teachers and students towards a better understanding of their classroom situation. Implementing EP offered teachers the opportunity to become adaptive to disruptions, changes and challenges in their professional practice, even during and beyond the pandemic. Thus, the findings highlight the importance of collegial professional communities in sustaining English language teachers’ professional development.