Digital language learning: the cognitive, affective and social rewards for older adults

Abstract

Digital technology has transformed the way we learn and access educational materials. While digital technology offers new opportunities for language learning, it also presents new challenges for older adults. However, when older adult learners are supported and encouraged by participatory and collaborative activities that address their interests and needs, their learning motivation can increase. This chapter begins by examining the theoretical background of sociocultural theory and second language acquisition, before discussing the cognitive, affective, and social dimensions of learning. The chapter explores the definitions of older adults and digital language learning and highlights the benefits of blended learning, which provides a context and a platform for interpersonal learning and collective learning autonomy. The chapter concludes by presenting a case study that demonstrates how digital technology can provide older adults with individualised support, making language learning cognitively, emotionally, and socially rewarding for each learner.