Abstract
This article explores the integration of technology in Second Language Acquisition (SLA), highlighting its theoretical foundations, benefits, challenges, and pedagogical implications. Drawing on established SLA theories such as Krashen’s Input Hypothesis, Vygotsky’s Sociocultural Theory, and Long’s Interaction Hypothesis, the article demonstrates how digital tools align with and extend core principles of language learning. Benefits include access to authentic materials, adaptive learning, increased motivation, and opportunities for global interaction. However, challenges such as the digital divide, teacher preparedness, and ethical considerations regarding data privacy are also examined. The article argues that effective technology integration requires pedagogically sound implementation, where digital tools supplement rather than replace human instruction. Ultimately, the integration of technology in SLA represents a dynamic partnership that enhances linguistic competence while fostering digital literacy for global communication.
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