The integration of technology into English Language Teaching (ELT) has become a central issue as digital tools increasingly shape educational practices. While technology has the potential to improve interactivity, access, and learning outcomes, its implementation continues to face significant barriers such as limited teacher competence, inadequate training, infrastructure gaps, and institutional constraints. This study employs a qualitative narrative literature review to synthesize recent findings and critically analyze the core challenges in integrating technology into ELT. The novelty of this research lies in its comprehensive focus on both pedagogical and institutional dimensions, offering a broader perspective compared to previous studies that emphasized only technological benefits. The findings highlight that effective technology integration requires alignment between teachers’ Technological Pedagogical Content Knowledge (TPACK), contextual adaptation, and sustainable institutional support. This study provides theoretical insights and practical implications that can guide educators, researchers, and policymakers in optimizing technology use for enhancing teaching quality and learning outcomes in the digital era.

Keywords: Technology Integration, English Language Teaching, Narrative Literature Review, Digital Challenges