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Abstract
The digital age has transformed English language learning by expanding access to online resources, mobile applications, artificial intelligence tools, virtual classrooms, and social media-based communication. This review article examines how digital technologies influence English language acquisition, learner autonomy, motivation, digital literacy, and communicative competence. Drawing on second language acquisition theory, sociocultural theory, multimedia learning theory, and research on technology-enhanced language learning, the article discusses the benefits and challenges of digital tools in English education. The analysis shows that digital technologies can support vocabulary growth, grammar practice, listening comprehension, pronunciation, writing development, and authentic communication when used with clear pedagogical purpose. However, the article also highlights limitations such as unequal access, information overload, distraction, unreliable online content, and overdependence on automated tools. The review argues that digital technologies should complement rather than replace effective teaching. The article concludes that successful English learning in the digital age requires a balanced combination of teacher guidance, learner autonomy, digital literacy, self-regulation, and meaningful human interaction.
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