The rapid digitalization of education has significantly reshaped English Language Teaching (ELT), demanding a reconceptualization of pedagogical practices to address contemporary learner needs. Traditional teacher-centered approaches often fail to sustain learner engagement or effectively develop language proficiency in digitally mediated learning environments. In this context, the present study examines the role of technology-enhanced instruction in fostering learner engagement and improving English language proficiency among undergraduate students in higher education.

Adopting a mixed-methods research design, the study was conducted with undergraduate learners exposed to technology-integrated ELT practices, including multimedia resources, interactive tasks, and digitally supported classroom activities. Quantitative data were collected through pre- and post-language proficiency tests and learner engagement questionnaires, while qualitative insights were obtained through classroom observations and semi-structured interviews. The findings reveal a statistically significant improvement in learners’ language proficiency and a marked increase in cognitive, emotional, and behavioral engagement when technology-enhanced instruction is systematically integrated into ELT classrooms.

The study further demonstrates that digital instructional practices promote learner autonomy, collaborative learning, and meaningful language use, thereby bridging the gap between language input and communicative application. By situating technology as a pedagogical facilitator rather than a mere instructional aid, this research contributes to contemporary ELT scholarship and offers practical insights for curriculum designers, educators, and policymakers. The study underscores the need for purposeful and pedagogically grounded integration of digital tools to enhance the effectiveness of English language teaching in the digital era.