<![CDATA[The integration of Information and Communication Technology (ICT) has become an important aspect of English Language Teaching (ELT) as schools increasingly attempt to align classroom practices with curriculum learning outcomes. This study aimed to investigate how ICT was integrated in ELT classrooms, how it supported the achievement of curriculum learning outcomes, and how ICT-based practices were implemented during English learning activities. A qualitative descriptive design was employed involving classroom observations, semi-structured interviews, and observation checklists conducted with English teachers from different educational settings. The data were analyzed through data reduction, data display, and conclusion drawing procedures to identify recurring patterns related to ICT integration and curriculum implementation. The results revealed that ICT functioned as a supportive instructional medium through the use of digital platforms such as Kahoot, Quizizz, Google Forms, Google Classroom, YouTube, Canva, and various online learning resources. The integration of these technologies contributed to increased classroom participation, communicative interaction, differentiated learning opportunities, and access to authentic language materials that supported the development of English language skills. At the same time, challenges related to classroom management, internet connectivity, technological facilities, device accessibility, and institutional regulations continued to influence the consistency of implementation. These findings suggest that the effectiveness of ICT integration depends not only on the availability of technological tools but also on the alignment between digital activities, curriculum objectives, teacher readiness, and classroom conditions. The study highlights the potential of ICT to support more interactive, adaptive, and learner-centered ELT practices while emphasizing the importance of pedagogically meaningful technology integration in achieving curriculum learning outcomes.]]>
