Linguistic Risks and Resilience in Digital Language Learning

Abstract

Digital technologies have transformed global language education, offering new opportunities for children and students through mobile applications, online platforms, and AI-driven tools. Yet, alongside these innovations, critical linguistic risks emerge that may hinder communicative competence, equity, and linguistic diversity. This article examines such risks by conducting a thematic literature review of recent studies in applied linguistics, sociolinguistics, and digital pedagogy. Findings indicate that while digital tools support vocabulary acquisition, motivation, and learner autonomy, they often fall short in developing productive and socio-pragmatic skills. Risks include over-reliance on automated feedback, exposure to inaccurate or non-standard input, cognitive overload from distractions, inequities arising from the digital divide, and the marginalization of minority languages in digital spaces. The discussion emphasizes blended pedagogical approaches, teacher mediation, infrastructure investment, and inclusion of diverse languages as key strategies to mitigate these risks. By navigating these challenges, digital language learning landscapes can evolve into more effective, equitable, and culturally sustaining environments. This study contributes a theoretically grounded framework for understanding and addressing linguistic risks in digital education, offering insights for educators, policymakers, and developers seeking to align technological innovation with sound linguistic principles.