As digital tools become ubiquitous in education, understanding their pedagogical impact is critical. This study investigates the correlation between teachers’ integration of technology in English as a Foreign Language (EFL) classrooms and students' multidimensional engagement (behavioral, emotional, and cognitive). Utilizing an explanatory Sequential Mixed Methods Design involving 50 teachers and 200 students, the study employs the TPACK framework to analyze instructional practices. Quantitative analysis reveals a strong positive correlation (r =.72) between interactive technology use and emotional engagement, but a moderate correlation (r =.41) with cognitive engagement. Qualitative findings suggest that while technology lowers language anxiety, it does not guarantee deep learning unless accompanied by constructivist pedagogical strategies. The study concludes with recommendations for shifting from tool-centric to pedagogy-centric teacher training.