Teachers require emotional regulation skills to handle the technical and teaching difficulties that arise in technology-based classrooms. This mixed-methods study explored how English language teaching professionals employ emotional regulation strategies and how these strategies affect their teaching abilities in technology-based classrooms. Seventy in-service ELT teachers completed the Emotion Regulation Questionnaire (ERQ) and an Instructional Technology Confidence Scale. A qualitative sub-sample (n = 15) participated in classroom observations and semi-structured interviews. The multiple regression analysis produced quantitative results which showed that cognitive reappraisal functioned as a positive predictor of instructional confidence with a β value of .42 and a p value below .001, while expressive suppression served as a negative predictor with a β value of -31 and a p value of .003. The analysis of qualitative data through thematic analysis showed that teachers who had high confidence levels used emotional transparency, proactive technology planning and student scaffolding techniques during technical problems. In contrast, teachers who used suppression, experienced more anxiety because their lessons had to be interrupted. The findings underscore the need to integrate emotion regulation training—focusing on cognitive reappraisal and emotional awareness—into digital pedagogy courses for ELT teachers. The training improves teachers’ ability to manage their classrooms effectively while they use technology in fast-changing digital learning environments.