The article reviews Digital Language Learning (DLL) research that has used principles and concepts of Sociocultural Theory (SCT) to support the research. We explain several key principles of the theory and shows how they have been misused or used in a superficial way in the DLL research. These include the assumption that SCT is a social rather than a psychological theory as well as misinterpretation of the central concepts of imitation and the Zone of Proximal Development. The article argues that the assumption that Virtual Reality pedagogy--which claims it is a means to avoid a parasitic relationship between L1 and L2--is problematic and not supported by an SCT perspective because the theory assigns a central role to L1 in all aspects of psychological development. It also argues that DLL pedagogy that seeks to avoid explicit instruction in favor of implicit learning through comprehensible input may well hinder full development of a new language. Finally, the article suggests ways in which DLL and SCT-based language pedagogy can be integrated into a coherent instructional program.