This critical literature review examines Stephen Krashen’s theory of language acquisition and learning, focusing on the implications of its six key models: The Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, the Affective Filter Hypothesis, and the Compelling Input Hypothesis. The study explores how the integration of Information and Communication Technologies (ICTs) can modernize and enhance these models to address contemporary language teaching challenges, with a specific focus on supporting learners in Special Needs Education (SNE). Key objective of this study was to analyze the alignment of ICT tools with Krashen’s principles to optimize language acquisition, explore the role of ICT in addressing the unique needs of SNE learners and identify best practices for integrating ICT into language teaching frameworks. The main findings this study shows that the integration of ICT enhances access to rich and diverse linguistic input, supports individualized and self-paced learning, and reduces affective barriers by fostering engaging and low-stress environments. ICT tools also enable adaptive content delivery, accommodating the varied learning styles of SNE learners. However, the potential of ICT remains underutilized due to systemic and practical barriers. Major analyzed in the study challenges include limited ICT infrastructure, inadequate teacher digital literacy, resistance to technology adoption, and a scarcity of tailored ICT solutions for SNE learners. This study also analyzed relevant solutions to remedy the situation. Overcoming these barriers requires increased investment in ICT infrastructure, robust teacher training programs, development of inclusive ICT tools, and policies promoting equitable access to technology in education. The following recommendations are also put forward: Policymakers, educators, and stakeholders must prioritize sustainable ICT integration strategies, implement continuous professional development for teachers, and encourage evidence-based research on ICT’s role in language acquisition, particularly for SNE learners. In conclusion, aligning ICT integration with Krashen’s theoretical framework offers significant potential to transform language teaching, making it more inclusive, adaptive, and effective in meeting diverse learner needs.
Keywords: Acquisition, CT, Digital, E-learning, Educational, English, Language, Learning, Technology, Transformation, affective, filter, immersion, individualization
