The way in which listening in a second language has been taught and learned has changed dramatically as a result of advances in technology. The evolution of technology over the past several decades has meant that learners have a broad range of authentic materials that can supplement their learning experiences. This chapter briefly explores how technology has altered the ways in which learners listen to the target language, and it goes on to show that these technologies also make it possible to enhance the input through the addition of textual cues or through altering the speed to assist them with comprehension. Along with these changes, the chapter points out the need for training to be able to use the range of technological functions in a way that can support their learning, as well as to make use of various help options and feedback that the technology makes available to them. The chapter goes on to explore the pedagogical and technological perspectives of current research and practice, and then concludes with recommendations for research and practice that can allow teachers and researchers to make the most of the affordances that technology provides them both now and in the future.

This book has explored a broad variety of ways in which technology can be conceptualized, used, viewed, and researched in the teaching and learning of a second language. This concluding chapter brings together some of the overall trends that the chapters have revealed and explores how technology in second language education can be best capitalized upon for best practice. It also provides insights into how teachers, learners, and administrators can prepare themselves for the advances that are happening in the field, and how these are likely to impact upon research and practice.

This chapter introduces and explores the impact of context on technology in second language teaching and learning and the emerging theories that are shaping its future. The focus of research in this field has shifted toward blended and distance learning, flipped classrooms, and the use of mobile devices in low-tech environments. Teaching languages through games, Massive Open Online Courses (MOOCs), and virtual reality are also becoming popular. Social interaction, collaborative learning, learner motivation, and training are key factors in successful CALL implementation. Digital media are also being used to promote interculturality and develop literacies for teaching. Teacher resistance can be overcome through online communities for professional development. Task-based language teaching can improve the four language skills of reading, writing, listening, and speaking, as well as pronunciation, vocabulary, and grammar. The chapter concludes by outlining how technology can provide opportunities for language learning that can be tailored to individual needs and preferences.