The purpose of this study was to examine the challenges encountered in using digital learning technology in learning English language in public secondary schools in Dagoretti South Sub County, Nairobi County, Kenya. The study was guided by the following objectives: to examine the types of digital learning technologies used in learning of English; to find out the challenges faced by students towards the integration of digital learning in English and to establish the remedial measures towards curbing the challenges faced by learners in the integration of digital learning on English learning outcomes in Public Secondary Schools in Dagoretti South Sub-County, Nairobi County. The study was guided by the Systems theory of Organization by Von Bertalanffy’s 1968. The study used descriptive survey design and adopted the quantitative approach. The study comprised of a total of 132 respondents constituting of 120 English Language students and 12 English Language teachers from Dagoretti South Sub County, Nairobi County. Data was collected, then organized and analyzed using the Statistical Program for Social Sciences (SPSS). The study found out that in public secondary schools, various digital learning technologies are increasingly integrated into English education to enhance student engagement, comprehension, and language proficiency. Key technologies include e-books and online resources that provide easy access to diverse texts, interactive applications that help students improve vocabulary and grammar skills and digital storytelling tools for creative expression, however, they were faced with several challenges in integrating digital learning into English language studies. Device malfunctions such as outdated or poorly maintained computers and tablets, disrupt learning continuity and limit students’ access to resources. Additionally, many students lack essential digital literacy skills making it difficult to navigate online platforms and tools effectively. Poor internet connectivity is another significant barrier especially in rural areas, where inconsistent or slow connections hinder access to digital content, virtual lessons, and interactive activities. The study recommends that schools invest in regular maintenance and updates of digital devices to ensure functionality, while also providing basic digital literacy training to help students navigate online tools with confidence. Improving internet infrastructure especially in rural areas can enhance connectivity and give students consistent access to digital resources.