Digital Humanities has established different modes of humanistic inquiry and reconfigured humanities education by synthesizing digital technologies. It offers an interdisciplinary framework within the domain of English Language Teaching that reorients pedagogy from textbook-centric instruction towards digitally mediated, learner-centered practices. This paper investigates the pedagogical applications and contextual significance of Digital Humanities in English Language Teaching, underscoring it's capacity to enhance linguistic proficiency digital literacy and critical interpretation. Digital Humanities in English Language Teaching related with constructivist and interactive learning paradigms to emphasize participation, collaboration and experiential knowledge production through language pedagogy, digital literacy, cultural studies and technological mediation. The paper critically examines key Digital Humanities applications in English Language Teaching which includes digital texts hyper reading practices, corpus-driven language learning, digital storytelling, multimodal composition and the pedagogical deployment of social media as contemporary linguistic and cultural artefacts. The study further offers a deep analysis of artificial intelligence enabled tools, such as grammar checkers and writing platforms within English Language Teaching context that foster editorial competence, ethical paraphrasing practices and academic integrity. In addition this paper underscores the pedagogical value of digital archives and oral history repositories in enriching cultural, literacy, refining pronunciation and enhancing interpretive competence. The integration of Digital Humanities in English Language Teaching is not without its challenges. The paper addresses critical concerns of digital divide, inequitable access to technological resources, over reliance on Artificial Intelligence mediated tools, need for teacher training and institutional support. Digital Humanities facilitates multilingual pedagogical environments, advances and culturally responsive teaching practices.