Análisis del estado de la cuestión sobre las principales tendencias en la enseñanza del inglés a estudiantes mayores mediante plataformas digitales y su influencia en los aspectos emocionales

Abstract

Learning english as a foreign language has undergone a significant transformation due to the integration of digital technologies and virtual platforms, which have expanded access to language training for traditionally underrepresented populations, such as older adults. This shift necessitates a rethinking of conventional pedagogical practices, given that the characteristics, needs, and motivations of this group differ from those of other learners. However, the development of educational initiatives tailored to these learners remains limited, particularly regarding the influence digital environments exert on their emotional experiences during the learning process. This gap hinders the identification of teaching strategies that foster active, meaningful, and inclusive participation. Consequently, it is essential to promote research that integrates pedagogical, technological, and emotional dimensions to gain a broader understanding of older adults' experiences in English language learning. Furthermore, acknowledging the role of emotions enables the design of methodologies that are more responsive to this population's needs, thereby strengthening their motivation, confidence, and persistence in educational programs. From this perspective, the study contributes to the field of English language teaching by providing a foundation for creating learning experiences that are more personalized, inclusive, and adapted to the challenges of education mediated by digital technologies