This research investigates the integration of Information and Communication Technology (ICT) in second language (L2) learning, focusing on its impact on skill development, learner motivation, and classroom engagement. Using a mixed-methods approach, data were collected from second language learners and teachers through surveys, interviews, classroom observations, and document analysis. Quantitative findings reveal a positive correlation between ICT use and improvements in listening, speaking, reading, and writing proficiency. Learners in technology-enabled classrooms consistently outperformed peers in traditional settings, benefiting from multimedia resources, interactive platforms, and collaborative tools. Qualitative insights highlight increased motivation, learner autonomy, and active participation, with students demonstrating greater initiative in practising language skills beyond the classroom. The study also identifies challenges such as inadequate infrastructure, limited teacher training, and unequal access to devices, particularly in rural contexts. The analysis underscores the importance of strategic ICT integration supported by professional development and equitable resource distribution. Recommendations include blending classroom instruction with digital resources, designing activities aligned with pedagogical goals, and exploring emerging technologies to enhance personalised learning. This research contributes to the growing body of literature on educational technology, offering practical implications for teachers, curriculum designers, and policymakers to create inclusive, technology-rich L2 learning environments