Factors that influence learning are vitally discussed in language learning circles but are rather underexplored in the field of technology-enhanced language learning (hereafter TELL). Considering these factors shall assist with responding to the research question of how technology can enhance language learning by taking into consideration the socio-economic contexts of learners. Through a review of literature across academic fields and seven qualitative interviews with key practitioners in this area from across Europe, we address the issue of the digital divide. We discuss arising challenges for self-expression, self-determination, and autonomy in the social space of language learning due to unequal initial positions of language learners, which co-determine success. Implications for practice and policy include the awareness about these multilayered factors that influence TELL to strive for equality with regards to access to knowledge, learning materials and spaces for learners from different backgrounds.