Abstract: The digital revolution has transformed education across the globe, redefining how learners acquire, practice, and demonstrate language skills. English Language Teaching (ELT), in particular, has been profoundly shaped by the move toward virtual classrooms and digital platforms. This paper examines the interconnectedness of digital fluency and language fluency, arguing that in the context of virtual learning, the ability to navigate and utilize digital tools is now inseparable from effective English acquisition. Drawing upon scholarly literature, case studies, and theoretical frameworks, the paper explores how pedagogy must evolve to integrate digital competencies into ELT. Findings suggest that digital fluency enhances learner engagement, promotes multimodal communication, and expands opportunities for authentic practice, while also raising challenges of equity, teacher training, and access. Ultimately, the study concludes that digital fluency must be re-conceptualized as a core dimension of English pedagogy, rather than a peripheral skill, to ensure sustainable and inclusive language learning in the 21st century.