The advent of digital communication tools has fundamentally redefined language education, prompting a need for conceptual exploration of their impact on classroom language practices. This paper investigates the theoretical underpinnings of how digital technologies such as social media, mobile-assisted language learning applications, and Web 2.0 platforms, transform language teaching and learning environments. By synthesising insights from contemporary literature, the paper examines how these tools influence language use, pedagogical approaches, and learners’ engagement. The paper also discusses the conceptual challenges educators face in integrating digital technologies into curriculum, including changes in teachers’ roles and the necessity for new pedagogical skills. This paper aims to provide a comprehensive conceptual framework highlighting the implications of digital communication tools in language education, guiding future research and practice.
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