Abstract
Distance learning (DL) or online courses for teaching foreign languages (L2) has only recently attracted the field's attention; the major complaint voiced against learning languages through a DL format is that students fail to receive enough oral practice with face?to?face speaking. Implementing and evaluating DL language courses represent two separate issues, each with its respective challenges. The DL format has a significant contribution to make to the L2 curriculum. If the DL language field retains an emphasis on collaborative exchanges and co?construction of learning, these new or yet?to?be imagined technical advances have the potential of being smoothly absorbed into an educational medium that is here to stay.
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