Abstract
This conceptual study develops an integrated framework for English language learning that combines Information and Communication Technology (ICT), design thinking, and project-based learning (PjBL). The study responds to a fragmented literature in which these approaches are frequently examined separately despite their complementary potential for technology-rich language education. A qualitative conceptual research design was used without empirical fieldwork. Academic literature was identified through Scopus, Google Scholar, and ERIC and analyzed through systematic literature review, thematic analysis, and conceptual integration. The synthesis indicates that Information and Communication Technology (ICT) can support interactive, flexible, multimodal, and personalized language learning, while design thinking contributes a human-centered iterative process of empathy, problem definition, ideation, prototyping, and testing. Project-Based Learning (PjBL) provides authentic tasks through which learners can apply language in meaningful contexts, collaborate, produce digital artifacts, and refine their work through feedback. Based on these patterns, the study proposes a framework that operationalizes the five design-thinking stages through ICT-supported project activities. The framework positions teachers as facilitators and learning designers and students as active participants in knowledge construction. Because the study is conceptual and literature-based, the proposed framework requires subsequent empirical testing across educational settings before claims about effectiveness can be established.