English lecturers often face challenges in motivating less-engaged undergraduates to actively use higher-order cognitive skills such as synthesizing information. This study explored the influence of a kinesthetic note-taking activity on 24 Social Science students’ engagement in practicing synthesizing in a Sri Lankan university English language classroom. The students worked in pairs to read three research articles related to their proposed study, and made notes on four topics: aim of the article, methods, results and gaps on sticky notes, which were displayed on boards around the classroom. In this study, a qualitative approach informed by the Grounded Theory was employed for data collection and analysis. Data were collected using semi-structured interviews with eight students and the first author’s observational notes. The iterative data collection and analysis were based on the GT strategies such as convenient sampling, theoretical sampling, saturation, initial coding, memo writing, constant comparison, focused coding and theoretical coding. Findings indicated that the students found the activity useful for note organization, synthesis, distinguishing ideas, and increased motivation. The physical movement involved in the activity supported the process of synthesizing. Comparison of the notes on the boards helped the students identify similarities and differences across the studies. The students also reported increased motivation in reading research and engagement with making syntheses. This study suggests the effectiveness of kinesthetic activities in helping students identify similarities and difference in research notes. English lecturers can use kinesthetic activities to help students develop synthesizing more engagingly in English language classrooms.