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In today’s educational landscape, digital competency has emerged as a critical skill for both learners and educators. Digital competency, broadly defined as the ability to use digital technologies effectively, critically, and responsibly (Redecker, 2020), is becoming increasingly vital in fostering language learning. With the advent of online learning platforms, digital literacy skills are now a prerequisite for successful second language (L2) acquisition. Research highlights that digital tools can significantly enhance learners’ motivation and engagement by providing personalized and interactive learning experiences (Hatlevik et al., 2018; Wang & Tahir, 2020). However, the exact mechanisms through which digital competency interacts with key psychological variables such as L2 motivation and engagement remain underexplored, particularly among teenage learners in non-Western EFL contexts such as Iran. Motivation, as one of the most extensively studied constructs in second language acquisition (SLA), plays a pivotal role in determining learners’ success. Dornyei’s L2 motivational self-system (2009) provides a theoretical framework for understanding how learners’ future aspirations (Ideal L2 Self), societal obligations (Ought-to L2 Self), and learning experiences influence their motivation. Studies by Papi et al. (2019) and Lamb (2017) have emphasized that motivation is not static but is influenced by various contextual factors, including the use of digital tools. Similarly, engagement defined as learners’ active, emotional, and cognitive involvement in learning has been increasingly recognized as a critical factor influencing academic achievement (Philp & Duchesne, 2016; Reeve, 2013). However, while digital tools have been found to enhance both motivation and engagement, the interconnectedness of these variables in specific EFL contexts remains underexplored. The Iranian EFL context offers a unique environment foe examining these relationships. English, as a foreign la