The rapid expansion of digital communication technologies has fundamentally transformed second language acquisition (SLA), particularly in English as a Second Language (ESL) contexts. This study investigates the intersection of digital communication tools, sociocultural theory, student engagement, and literary pedagogies in enhancing language learning outcomes. Drawing upon a multidisciplinary body of literature, the research examines how digital platforms such as social media, videoconferencing, and online informal learning environments facilitate language acquisition through interaction, cultural exchange, and cognitive engagement. The study further integrates perspectives from literary theory, multiculturalism, and youth literature to explore how narrative and poetic forms contribute to linguistic and cultural competence. A qualitative meta-synthesis methodology is employed to analyze theoretical and empirical studies, focusing on themes of engagement, identity formation, intercultural competence, and technological mediation. Findings suggest that digital communication fosters higher levels of student engagement and autonomy, aligns with sociocultural principles of collaborative learning, and enhances exposure to authentic language contexts. However, disparities in access, pedagogical design, and cultural integration present ongoing challenges. The study concludes by proposing an integrative pedagogical framework that combines digital tools, sociocultural interaction, and literary content to optimize ESL learning outcomes in diverse educational settings.

Digital communication, ESL learning, sociocultural theory

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