Recent years have seen significant demand for Chinese language learning in Bangladesh. Parallel to this, the government has advocated the integration of ICT in education to enhance digital literacy and competencies for citizens by implementing ‘Digital Bangladesh Vision-2021’ and ‘Smart Bangladesh Vision-2041’ policies. Yet in Bangladesh, foreign language education is still largely classroom-based and teachercentred, with little opportunity for students to interact with peers and avail technological advantages for language learning. Drawing on an extensive literature review on learner agency and on the role of social media and reciprocal peer learning (RPL) in supporting the former, this research investigates how the use of social media (e.g., WeChat), and RPL foster learner agency in responding to government policies and creating an engaging learning environment for third-level students of Chinese in Bangladesh. A three-cycle based action research project was thus designed and implemented at the University of Dhaka, Bangladesh, to create an inclusive environment through direct participation of the students. Data was collected from reflective journals, interviews, and observing students’ interaction in the classroom and WeChat. The findings reveal that collaborating with peers and integrating social media into language learning contributed to shaping learners’ roles, asynchronous communication, linguistic skills, and, overall, empowering learners. It also reveals that a peer-supportive and immersive language learning experience through social media facilitates reflective learning and contributes to the development of agentive learners and a sustainable learning approach.