ABSTRACT
This chapter considers implications of various topics, challenges, and recommendations. It explores some of the most important technology-related dimensions of language learning and language pedagogy for instructors, students, and course designers. The chapter discusses some of what seem to be the most salient and research-based issues and practice-based issues with respect to planning, implementing, and monitoring the quality of technology-mediated language learning (TMLL). Besides software and applications that are intended directly for language learning, instructors and researchers have adapted and made use of a range of Web-based communication and information technologies, in order to facilitate language learning. The chapter focuses on three main components of the computer-supported second language (L2) reading process: word recognition, language comprehension, and text interpretation. In the case of listening instruction, there appear to be clear benefits from TMLL, with research showing that digital technology and the Internet in particular can foster L2 listening skills and strategies more efficiently.
