Government schools across Haryana have, in the last five years, moved from bare classrooms to smart boards, tablets, and built-in digital grammar modules, yet the presence of hardware has not automatically translated into changed classroom practice. This paper undertakes a thematic analysis of published research on information and communication technology (ICT) integration in English language teaching (ELT), with particular attention to the government secondary school context of Faridabad, Haryana. Following Braun and Clarke's six-phase framework, the review synthesises findings from institutional, cognitive, and pedagogical strands of the literature to identify four recurrent themes: infrastructural readiness, teacher cognition and resistance, pedagogical and material adaptation, and the evaluation of computer-assisted language learning (CALL) resources. A three-tier conceptual model is proposed to organise these themes, and three tables summarise the search strategy, the analytic process, and the thematic matrix. The paper argues that policy attention has disproportionately favoured infrastructural solutions while under-investing in teachers' technological pedagogical content knowledge and in the systematic evaluation of ready-made digital material, and it closes by outlining the implications of this imbalance for ongoing doctoral research in the field.