Usefulness of Educational Applications for Learning Foreign Languages Among Cognitively Unimpaired Older Adults

Abstract

The purpose of this systematic review is to critically evaluate experimental evidence on the usefulness of mobile- or computer-based foreign-language applications for adults aged fifty-five years and older who are free from cognitive impairment. A systematic search of Web of Science Core Collection and Scopus identified studies published without date or language restrictions. The findings from the detected studies indicate significant improvements in receptive vocabulary or composite language-proficiency scores (hedges g = 0.30–0.60). The only one randomized controlled trial found that sixteen weeks of Duolingo practice produced executive-function gains equivalent to a commercial brain-training program and superior to wait-list control. Smaller pilots documented modest enhancements in global cognition and attention. Qualitative feedback highlighted clear interfaces, adjustable font sizes, gamified progress cues, and social features as key engagement drivers, while onboarding complexity and low-contrast designs were recurrent barriers. Preliminary evidence shows that well-designed language-learning applications are highly beneficial for cognitively healthy older adults, support measurable language gains, and can yield short-term executive-function benefits when delivered at sufficient intensity.