This research examines the integration of wearable technology in English Language Teaching (ELT) within higher education technical institutions in India. Traditional ELT methodologies struggle to meet the diverse learning needs of students in large, resource-constrained classrooms. Limited access to skilled language instructors, varying proficiency levels, and low learner engagement further exacerbate these challenges. This study explores how wearable devices, such as smartwatches, augmented reality (AR) glasses, and language-enabled fitness trackers, can enhance personalized instruction, engagement, and overall language acquisition. The objectives of this research are to assess the feasibility of wearable technology in ELT, evaluate its impact on learner engagement, and analyze improvements in language proficiency. Grounded in experiential learning theory and sociocultural theory, the study employs a mixed-methods approach. Quantitative analysis measures proficiency improvements, while qualitative insights from students and instructors offer perspectives on usability and engagement. Findings indicate that wearable technologies significantly enhance listening and speaking skills through real-time feedback, immersive experiences, and adaptive learning pathways. However, challenges such as affordability, infrastructure limitations, and resistance to technology adoption require strategic intervention. The study highlights the need for collaboration among educators, technologists, and policymakers to ensure sustainable implementation. By leveraging wearable technology, technical institutions in India can bridge gaps in traditional ELT, fostering a learner-centric, technology-driven educational environment. Future research should explore scalability and long-term impacts on student employability.