The twenty-first century has witnessed a remarkable transformation in the way knowledge is imparted, largely due to the integration of technology in education. The teaching of English, a global lingua franca and a gateway to higher education and employability, has particularly benefited from the rise of Information and Communication Technology (ICT) tools. This research study investigates the impact of ICT tools in English language teaching among intermediate students in Mahbubnagar District, Telangana, with a sample size of 300 students drawn from both government and private institutions. A mixed-method approach was used, combining structured questionnaires with focus-group interviews to capture both quantitative and qualitative dimensions of student perceptions. The study is guided by three hypotheses: (H1) ICT tools significantly improve student engagement in English language learning; (H2) access to ICT resources is positively correlated with English proficiency; and (H3) infrastructural and teacher-training challenges are the primary barriers to ICT integration. Data analysis revealed that 76% of students perceived ICT-enabled classes as more engaging, and students with greater access to ICT facilities demonstrated, on average, a 14-point higher proficiency score. However, infrastructural gaps, insufficient training for teachers, and unreliable internet connectivity were highlighted as persistent obstacles. The findings underscore the urgent need for blended learning models, sustained teacher capacity building, and equitable infrastructure investment. This study contributes to the growing body of evidence that ICT is not merely a supplementary aid but a transformative tool for English language pedagogy in semi-urban and rural districts of India.