This descriptive-correlational study explored the effectiveness of online learning tools in promoting language learning engagement and academic performance in English among Grade 6 learners at one private school in Cavite, Philippines, involving 55 randomly selected students who responded to a validated, and pilot-tested questionnaire which measured their perception of online learning tool effectiveness and language learning engagement. Meanwhile, secondary data were used for the respondents’ academic performance in English. The study also determined the relationships among these variables and examine their implications for instructional practices. The results revealed that students rated the effectiveness of online learning tools as very effective. Their level of language learning engagement was also rated very high, reflecting strong interest and active participation in English lessons. In terms of academic performance, majority of the respondents achieved outstanding to very satisfactory grades. Test of relationship showed a moderately positive relationship between students’ perceived effectiveness of online tools and their language learning engagement. However, Chi-square tests revealed no significant relationship between the effectiveness of online tools and academic performance nor between engagement and academic performance suggesting that other factors may affect English proficiency outcomes. These findings indicate that while online learning tools can effectively increase engagement, they may have limited direct influence on academic performance in English. The study underscores the importance of integrating supplementary strategies that support independent learning, metacognitive development, and consistent study habits.