<![CDATA[This study investigates the effects of an electronic device limitation policy on English Language Teaching (ELT) and explores the instructional strategies employed by teachers in an Islamic boarding school where digital devices are restricted. Using a qualitative research design, data were collected through classroom observations and semi-structured interviews involving one English teacher and nine students at Madrasah Aliyah Putra DDI Mangkoso, South Sulawesi. The data were analyzed using thematic analysis based on the concept of the learning environment, focusing on classroom engagement, learning opportunities, and language exposure. The findings reveal that the electronic device limitation policy positively enhanced students' classroom engagement by increasing concentration, participation, and discipline. However, the policy also reduced authentic language exposure, particularly listening and speaking practice, due to the absence of digital media. Consequently, teachers adapted their instructional practices by implementing active learning strategies, including group discussions and the Talking Stick game, while maximizing printed learning resources such as textbooks, worksheets, and dictionaries. The study concludes that although restricting electronic devices changes the characteristics of the learning environment, effective pedagogical adaptation enables English language teaching to remain meaningful and productive in Islamic boarding school settings.]]>
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