Abstract
Computer technology provides learners with new and varied options for language learning through interactive tasks delivered through CD-ROMs, Web pages, and communications software on the Internet. Researchers need to reconsider any approach to second language acquisition (SLA) concerned with explaining how language development is prompted by exposure to the target language in view of the dramatic differences in language experience learners engage in due to computer technology. Virtually all theories are concerned with the role of linguistic input or the environment (VanPatten & Williams, 2007), and therefore technology needs to be considered.
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