In this volume compiled from several years of recent lectures, Chapelle synthesizes research on technology and language learning to lay bare theoretical questions of SLA and second language (L2) assessment that can be reformulated, pushed forward, and reevaluated through technology. She argues that, in order to do so, it is necessary that the field of applied linguistics “engage more consciously and proactively with the complex language-technology reality in which the profession is working” (p. xii) and that technology must not be viewed simply as a tool of efficiency in L2 research and assessment.

Her discussion of this “language-technology reality” begins with the state of technology in the L2 classroom, itself a reflection of the changing levels of technology in everyday society. She notes that as technology becomes more seamlessly integrated into the everyday, the presence of technology in education, and the potential technology holds to advance theory and practice, threatens to become invisible.

The first four chapters raise awareness of the increasingly invisible layer of technology (e.g., e-mail, online bulletin boards, HTML, concordancers, hypertext glosses, computer-administered tests, video and audio files) as it is used in the development of language learning software and tasks, the exploration of L2 learning processes, and the investigation of language learners' use of technology. These preceding chapters serve to introduce current research in computer-assisted language learning and to lay the groundwork for the central contribution of this book: the potential technology holds for addressing theoretical and not just practical issues in SLA. Specifically, Chapelle identifies two key directions for which technology holds promise to push forward, reformulate and reevaluate current theory: L2 learning tasks (chapter 5) and L2 assessment (chapter 6).

Chapter 5 addresses the potential for technology to identify and evaluate task features not already adopted by interactionist and cognitivist frameworks for language learning tasks. For example, such features include the heightened importance of task topic when computer-mediated communication is used to link diverse combinations of interlocutors and the remote and multimodal nature of CMC-oriented tasks, which promotes linguistic and nonlinguistic forms of interaction specific to textual or non-face-to-face environments. This chapter sets forth valuable directions for task theory that recognize and examine the intersection of tasks and technology.

In chapter 6, Chapelle proposes that the definitive goal of computer-assisted language assessment—that of making more efficient tests—be expanded to include that of refining assessment theory. She notes that such a shift requires that applied linguists move away from viewing computer-administered and evaluated tests as virtual extensions of their paper-based counterparts and, instead, utilize and explore the properties unique to computer-assisted language assessment. Chapelle justifies this shift in perspective by highlighting the ability for technology-assisted scoring to measure larger quantities of discrete markers of L2 performance in comparison to the more holistic scoring of human raters. She maintains that this discrete point scoring ability requires more explicit clarification of the constructs being measured—an exactness not required of traditionally administered and evaluated instruments. She also makes a convincing case for recognizing the validity of computer-administered tests when assessing learner language produced in computer-mediated or computer-enhanced environments.

Most significantly, this book elucidates the potential for technology to be used to broaden task and assessment theory in ways not attainable through traditional methods. It also calls into question the tendency in applied linguistics for technology to be relegated to issues of practice and efficiency. In highlighting the ability for technology to push the bounds of relevant theory, Chapelle calls upon researchers to critically examine and utilize the intersection of technology and applied linguistics in ways that match our language-technology reality.