This thesis explores the challenges associated with the design and implementation of technology-enhanced academic language support (TALS) in higher education, focusing specifically on the Online Academic Writing Workshop (OAWW) at Griffith University. Utilising design-based research (DBR) methodology, the study follows an iterative approach to explore and refine the OAWW's design and deployment and draws on theory-derived practices grounded in multimedia learning theory, self-determination theory, and models of technology acceptance.

Organised as a dual-layered research endeavour, the first tier assesses the extent and nature of student engagement with the OAWW, delving into patterns of interaction to understand the quantity and quality of student engagement with the workshop. The second layer deconstructs the OAWW's development process, leading to the formulation of a set of heuristics that lay the groundwork for an actionable TALS program design and development framework.

The findings regarding student engagement with the OAWW presented a mixed picture. While some students actively utilised the resources, others failed to perceive their relevance, leading to variations in their level of engagement. Focus groups unearthed a significant tension between students' perceived needs and their willingness to engage with extracurricular support. These insights, though not aligning entirely with initial expectations, were instrumental in shaping the principles underlying the TALS design process and in understanding student perspectives.

Central to this thesis is the development of a comprehensive framework for the design and development of TALS programs. Founded on the design principles gleaned from the OAWW development experience, this framework marks a significant advancement in the field of TALS program development, emphasising the importance of a robust theoretical foundation, active student engagement, an iterative design process, and ongoing quality assurance. Unlike prescriptive guidelines, this framework is conceived as a tool to empower educators and designers in making thoughtful, reflective decisions throughout the TALS design journey. Its notable adaptability and contextual versatility render it a valuable and relevant resource across diverse educational contexts.

The thesis offers a substantial contribution to the field of academic language and learning, providing a nuanced framework and a well-defined set of guiding principles. These outcomes serve as a valuable template for future TALS initiatives, effectively bridging the gap between theory and practice. Importantly, the framework has broader implications for enhancing the quality of learning and teaching experiences in digital environments. It provides educators with a structured approach for crafting more targeted, effective, and engaging educational experiences, especially pertinent in an increasingly digitalised educational landscape.