<![CDATA[Digital technology has expanded the environments in which learners encounter and use a target language. This expansion provides access to linguistic input through text, audio, video, social media, applications, online platforms, and artificial intelligence. This study aims to analyze how digital environments provide conditions that potentially support second language acquisition from a psycholinguistic perspective, focusing on the relationship among input, interaction, language production, feedback, attention, and language processing. The study employed a descriptive-analytical literature review. The core corpus consisted of 16 scientific articles published between 2013 and 2026 and identified through Google Scholar. Articles were purposively selected according to their relevance to second language acquisition or learning, language environment, digital media, digital technology, and artificial intelligence. Data were extracted using a structured matrix containing study identity, context, technology or environment, focus, and main findings, and were analyzed through data reduction, coding, thematic grouping, cross-study comparison, and integrative synthesis. The findings indicate that digital environments broaden access to input, create opportunities for interaction and language production, and increase opportunities for feedback and repeated practice. From a psycholinguistic perspective, these affordances can create conditions for attention, processing, and learner engagement. However, the evidence in the corpus is weighted toward learning outcomes rather than direct measures of changes in L2 competence. Therefore, digital environments should not be interpreted as an automatic cause of second language acquisition, but as an indirect and conditional environment whose contribution depends on input quality, motivation, learner agency, digital literacy, distraction, technology dependence, and unequal access.]]>
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