The rapid expansion of digital technologies in English as a Foreign Language (EFL) education has increased the range of tools available to teachers, yet greater technology use does not necessarily result in more meaningful learning. A persistent concern in literature is the tendency to evaluate technology integration in terms of adoption, frequency, or technological capability rather than its contribution to specific pedagogical purposes. This conceptual article, based on a critical synthesis of research on technology integration, technology-enhanced language learning, task design, accessibility, and artificial intelligence (AI), proposes a seven-step pedagogically guided framework that treats integration as a decision-making process. Unlike models that describe teacher knowledge (e.g., TPACK) or levels of technology use (e.g., SAMR), the framework specifies a sequenced pathway in which learning need, objective, and activity precede technology selection, followed by task design, accessibility and cognitive-demand checks, and ongoing evaluation. The article organizes technologies by pedagogical function rather than platform, illustrates the framework through a worked example, and examines technical, cognitive, pedagogical, participation, digital literacy, and AI-related risks. It concludes that technology should be used when, and only when, it contributes meaningfully to the intended learning process.