The use of digital techniques has become very common inside the classroom as the past few decades witnessed a continuous development in the field of education. Concerning EFL language teaching and learning, digital information has developed to be usual practice in the classroom. The number of EFL learners who are considered “highly ready” for this kind of digital transformation is very limited. These EFL learners used personal devices such as laptops, IPads, smart devices with particular resource materials that were prepared before teaching and using these devices in the classroom.  Generally, EFL teaching and learning appeared to be more exciting due to the use of smart devices and digital touch. They seemed to be creative and innovative inside the e-classroom. This paper aimed at investigating learners’ aptitude towards the use of digital techniques in learning EFL. It attempted to examine the way digital learning media motivates EFL learning; then, sketches the difficulties experienced by EFL learners inside the e-classroom; and finally, recommends possible solutions to these difficulties. This research is designed to support professional learning and contribute to further investigations on similar themes. The study consisted of 30 EFL learners at the Institute of Languages at the University of Tabuk in Saudi Arabia selected randomly. It is based on Tubaishat and Lansari‘s (2011) Model of E-learning. Two research instruments were used; an Active Inspire Test and a questionnaire survey. The findings indicated that there are statistically significant differences at level (0,05) in learners’ aptitude towards the use of digital techniques in learning EFL inside the e-Classroom.