This edited collection contains an introduction and 14 chapters that address the potential role of emerging technologies in foreign and second language (L2) education. The overarching question in each of the contributions is how to successfully integrate these new technologies into the L2 classroom. Chapters present a mix of research-based and practical suggestions for how teachers may harness the new technologies to facilitate L2 development.

Van Compernolle and Williams provide a short overview of the evolution of computer-assisted language learning from the 1960s to today. Niño provides a survey of the most common and widely used of the emerging technologies relevant to the L2 classroom and provides guidance on how to adapt and use these technologies for educational purposes. Fuchs reports on a survey among German secondary students that suggests a clear gap between theory and praxis and calls for a strengthening of this connection in teacher education programs. Goertler provides evidence from a large-scale survey-based study of (mostly negative) student attitudes toward and perceived readiness for hybrid instruction at the university level. Rosen reports on a study that compares hybrid and nondistance settings, finding that both groups acquire receptive and productive skills equally well. Oxford compares two intermediate Spanish classes with one group getting a short amount of time with a grammar-practice program. A slight advantage for the technology-enhanced group’s writing is reported, as is a generally favorable attitude among students toward the software used. Bird-Soto and Rengel discuss their use of podcasting among learners of Spanish and suggest that learners are highly motivated to participate in developing L2 podcasts for improving oral-aural skills. In another piece on podcasting, Ducate and Lomicka report on a series of studies that suggest that podcasting can be an effective way to facilitate L2 skill area development. Lazo-Wilson and Lozano-Espejo report that students in their study found a mixture of face-to-face activities and blogging to be enjoyable, authentic, and motivating, with learners focusing more on using the target language for real communication than on their grade in the class. In a study of synchronous chat via Web course tools (WebCT), McCourt explores the variation in learner use of tu and vous in L2 French. The chat setting did not seem to provide an environment in which incorrect use of the form resulted in any social consequences. Chapters 11 and 12 explore learners interacting in a virtual interface called Second Life. Clark provides a brief overview and history of this interface and reports on a survey in which most learners cite interaction with their Spanish classmates via Second Life as contributing most to their learning. Cooke-Plagwitz discusses the affective advantages afforded by Second Life and suggests that this virtual tool allows more inhibited students plentiful opportunities for interaction. Warren reports on a study that explored the attitudes and perceptions of Web-based portfolios among college-level L2 learners. Finally, Charbonneau-Gowdy provides a critical evaluation of computer-mediated communication in a specific immersion program.