This study investigated the complex relationship between English language education, cultural values, and policy in a globalized context. We employed a mixed-methods approach utilizing surveys, interviews, and focus group discussions to gather data from diverse stakeholders, including teachers, students, parents, and policymakers. Our findings revealed a preference for learning techniques that connect language learning with real-world contexts, such as Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL). However, concerns emerged regarding potential techniques that might lead to a disconnect with students' cultural backgrounds. Stakeholders expressed a nuanced perspective on the role of English language education. While acknowledging the importance of English proficiency for global communication, they also highlighted anxieties surrounding cultural erosion. The study identified the need for balanced language policies that promote both English proficiency and the preservation of cultural identities through multilingualism and a focus on integrating cultural elements into language learning activities. Technology played a significant role in language learning, with interactive platforms and virtual reality experiences offering opportunities to enhance cultural understanding and communication. However, potential drawbacks like overdependence and unequal access were acknowledged. Recommendations included promoting responsible use of technology and ensuring equitable access through infrastructure investment.