This research explores the integration of wearable technology in English Language Teaching (ELT) within higher education technical institutions in India. It investigates how wearable devices can deliver personalized language instruction, enhance learner engagement, and foster improved educational outcomes. Employing an interdisciplinary lens that combines insights from education, technology, and linguistics, the study critically examines the feasibility, challenges, and transformative potential of wearable devices in language learning environments. The increasing importance of English proficiency for professional success in technical fields has prompted a shift towards innovative pedagogical strategies in Indian institutions. Traditional ELT methodologies often struggle to address the diverse learning needs of students in large and resource-constrained classrooms. Wearable technologies, such as smartwatches, augmented reality (AR) glasses, and fitness trackers equipped with language learning features, offer unique opportunities to tailor instruction to individual learners. These devices provide real-time feedback, immersive experiences, and adaptive learning pathways, making them an attractive solution for personalized education. The study focuses on the application of wearable technology to address specific challenges in Indian technical institutions, including limited access to skilled language instructors, varying proficiency levels among students, and the need for engagement-driven learning. By incorporating theories such as Experiential Learning (Kolb, 1984) and Sociocultural Theory (Vygotsky, 1978), the research provides a robust framework for understanding how wearable devices can facilitate active, context-based learning. This paper employs a mixed-methods approach, combining quantitative analysis of language proficiency improvements with qualitative insights from student and teacher experiences. The findings indicate that wearable technologies significantly enhance language acquisition, particularly in listening and speaking skills. However, challenges such as device affordability, infrastructure gaps, and resistance to technological adoption require careful consideration to ensure successful implementation. The interdisciplinary nature of this study underscores the importance of collaboration among educators, technologists, and policymakers to create sustainable and impactful solutions. By leveraging wearable technology, technical institutions in India can bridge the gap between traditional language instruction and the demands of a digital, globalized world. The research not only contributes to the growing body of knowledge on technology-enhanced learning but also offers actionable recommendations for integrating wearable devices into ELT curricula. Future directions include exploring the scalability of such interventions and their long-term impact on student outcomes and employability. This expanded abstract encapsulates the innovative and practical contributions of wearable technology to English language education in India, highlighting its potential to revolutionize pedagogical practices and foster a new era of learner-centric instruction.