In light of the digital age, this thesis investigates how digital technology can be incorporated into English language teaching (ELT). It looks into the difficulties encountered during this shift as well as how prepared teachers and students are to use digital tools. Using a qualitative methodology, the study collects data from English language instructors and students in Semarang, Indonesia, through interviews and document analysis. The results show that although many teachers have mastered the use of digital tools like interactive applications, video conferencing, and learning management systems, problems still exist. Effective technology integration is hampered by problems like uneven internet access, restricted device access, and students' differing degrees of digital literacy. The use of digital technology has improved student engagement and enabled individualized learning experiences despite these challenges. To guarantee that ELT can fully benefit from digital technology, this study highlights the significance of teacher preparation, a strong digital infrastructure, and flexible teaching techniques. The study intends to add to the current discussion on enhancing English language instruction in a world that is rapidly digitizing by tackling these issues.