Abstract
The COVID-19 pandemic led to a situation where older adults, the group most at risk of contracting the virus and at the same time the most digitally excluded in society, had to either give up all activity or make a greater effort to engage in various activities online. This was the case of learning a foreign language, which is one of the most popular educational activities chosen by this age group. The article analyses the potential of remote language learning with the use of information and communication technologies (ICT) in the context of challenges that older adults face in the digital world. Through the analysis of ten criteria for technology adoption, the study shows that the main obstacles preventing older adults from learning a foreign language online can be eliminated if third parties (family, peers, web developers, course organizers) engage in promoting and facilitating online learning experience.
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