This paper presents the outcomes of an action research study that implemented a linguistic landscape (LL) unit as an English language learning activity at the secondary school level in Rayong, Thailand. The theoretical framework employed in this study draws upon Lefebvre's (1991) conceptualization of space, adapted for pedagogical purposes as explained by Malinowski (2015). The study places particular emphasis on cultivating students' awareness of the LL in their neighborhood throughout a six-week instructional session. The instructional activities were designed to investigate the potential of LL in enhancing English language acquisition and promoting cultural sensitivity. Data collection involved the utilization of questionnaires and on-site observations. Two main conclusions may be drawn from the action research project's findings. First of all, the students showed signs of a greater sense of familiarity with their neighborhood, which suggests that they are more aware of the LL around them and that they understand LL to be a useful instrument for language learning. Secondly, the students identified a discrepancy between the LL of Rayong and the city's vibrant economic activity as well as its diverse ethnic and linguistic composition, suggesting that the existing LL does not adequately reflect these dynamic facets of the city.