<![CDATA[The integration of digital pedagogy into English Language Teaching (ELT) has transformed instructional practices, offering unprecedented access to interactive tools and multimodal resources. However, the pervasive use of digital technology has also introduced cognitive and behavioral learning distractions that can hinder second language (L2) acquisition. This study investigates the primary sources of learning distractions during digital English instruction and evaluates their impact on student engagement and language learning outcomes. Utilizing a sequential explanatory mixed-methods design, quantitative data were collected via a survey of undergraduate EFL students (N = 150), followed by qualitative semi-structured interviews with students (n = 12) and English instructors (n = 6). Multiple linear regression analysis indicates that off-task digital multitasking (β = -.471, p .001) and instructional/interface overload (β = -.332, p .001) significantly predict reductions in perceived language task performance quality. Qualitative findings grounded in Sweller's Cognitive Load Theory reveal that extraneous cognitive load caused by digital interruptions severely fractures attention during receptive tasks (listening and reading) and introduces task-switching penalties during productive tasks (writing and speaking). Grounded in these empirical insights, the paper provides a framework of concrete pedagogical strategies designed to optimize digital English learning environments.]]>
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