Studies which investigate "translanguaging," best practices, and literacy in teaching mathematics for English Language Learners (ELLs) is common in the educational literature. Studies on how ELLs self-efficacy are affected by online cognitive tutors are not common, and there is even less research on how ELLs engage with technology in an online mathematics class. As more and more online mathematics course are being offered by universities, the necessity to study how ELLs engage with technology in a mathematics class and how this affects their self-efficacy is important. This mixed-methods study will focus on how ELLs utilized their digital practices to create equitable educational opportunities in an online pre-calculus course.