This study examines the impact of technology and learners' perceptions on the efficacy of digital tools in promoting autonomy and collaboration in English as a Foreign Language (EFL), focusing on studentcentered learning and adaptive technologies in traditional and online classroom settings. The research highlights the potential of technology to enhance dynamic and engaging language learning experiences. Descriptive statistical analysis reveals generally positive attitudes, with high mean ratings (ranging from 4.03 to 4.41) and a consistent mode of 5, indicating widespread recognition of the value of digital tools in improving student engagement and collaboration. The findings highlight the necessity of addressing challenges, including the disparity in technology access and familiarity, despite the overall favorable attitude. This research contributes to the broader discourse on modernizing EFL education and supports the development of more effective, inclusive, and adaptive teaching practices.