Theoretical background: From a sociocultural perspective, learning arises from processes of meaning making in collaborative activity with other members of a given culture (Vygotsky, 1978). When SCT is applied to SLA, language learning is facilitated by social interaction. Illeris's (2003) 'three dimensions of learning' approach also stresses that the human being is a social creature and all learning must therefore come from the interaction with others in different kinds of scenarios.
OALLs use of technology: Digital Language Learning (DLL) refers to digital technology-based or technology-enhanced language learning platforms or tools, or the practices of learning using such platforms or tools (Li and Lan, 2021). In an increasingly ageing, multilingual, and digitalised society, there is still a lack of research on older adults' adoption and use of technologies for supporting language learning (Puebla et al., 2022).
Rewards of using technology for OALLs: DLL can offer numerous benefits to OALLs. The social dimension of learning acknowledges the benefits of personal interaction in a society; this interacts with the two other dimensions of learning: the cognitive dimension and the affective dimension. The cognitive dimension concerns 'what is learned', which lays a basic foundation for learners to perceive the world. The affective dimension comprises elements such as motivation, emotion and volition, which provides the necessary mental energy for learning.
Conclusion: Maturational constraints operate in conjunction with a number of affective and social factors so the teaching of foreign languages should not be based on preconceptions about possible shortcomings in older adult learners. Technology can compensate for such deficits and contribute to both linguistic and non-linguistic outcomes for all learners.
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