University students are always expected to hold and share various subjective points of view in class. Nonetheless, many instructors are facing difficulty promoting effective discussion as some students remain reticent and are reluctant to participate in class. In line with this, the present study examined the feasibility of Q pedagogy, an adapted Q Methodology-informed instructional strategy, in terms of its effects on (i) facilitating the expression of student subjectivity, and (ii) alleviating level of reticence and subscription of reticent beliefs in a university teaching context. Framed within the framework of Scholarship of Teaching and Learning and adopting an interventionist study design, Q pedagogy was tested on a group of 31 undergraduate students undertaking an ESOL course. To this end, a Q-sort task, Reticent Scale, Reticent Belief Index and a feedback questionnaire were employed to collect the required data. The results showed that the students were able to provide and assess all subjective views generated in the class using the Q-sort app. Additionally, the analysis of the intervention results showed significant effects in reducing the level of reticence and modifying four reticent beliefs, particularly beliefs that are related to the roles of listening in open class discussion. Also, the students perceived that the Q-sort activity helped them to contribute to class discussion. These findings have enriched the understanding of the potential of Q pedagogy on fostering equitable participation that ensures students’ perspectives are represented in classroom discourse, enhancing decision-making, and alleviating reticent behaviour via an inclusive discursive space.