1 IntroductionThe author's ten years of practice in teaching English adult learners has led formulating a number of questions regarding students' actual needs in the light of the latest trends in foreign language teaching and learning. As more and more students decide purchase commercially available computer-mediated learning tools it seems reasonable start a debate on which aspects of language learning can realistically be facilitated by a computer program. Although some of the programs and platforms designed for teaching languages might contribute developing passive knowledge of vocabulary, they do not necessarily contribute developing real communicative competence that allows interact in a given cultural-linguistic-communicative community (cf. Puppel 2007).The discussion of the latest trends in language teaching and learning begins with the two major changes in the purpose of teaching a foreign language. First, there has appeared a new tendency that should become a present-day credo for second language teachers all over the world. As formulated by Ur (2009:6), our goal now is to produce fully competent English-knowing bilinguals rather than imitation native Indeed, adult learners do not need aspire become native or native-like communicators, but become competent users of the target language, with all the limitations involved. It is also worth noting that the very term speaker should be replaced with the more appropriate term communicator since during the act of speaking, we employ both verbal and nonverbal means of communication simultaneously, and doing so, it is rather difficult speak without actually communicating. It is hard disagree that prosody and facial expression can reflect the emotional state of communicators or the presence of e.g. sarcasm and irony in their utterances. The differentiation between a speaker and a communicator was introduced by Puppel (2004:18) who noted:It is thus postulated that one cannot simply refer a 'speaker of a given natural language', e.g. English or Polish, unless one focuses on the HCAs [Human Communicating Agent's] use of the LaSRs [Language and Speech Resources] exclusively in the vocal-auditory modality. Thus, although reference a communicator as a 'speaker' of a language (i.e. speaker - communicator) is theoretically possible, one can hardly envisage making reference language exclusively within the communicative framework outlined here, since most HCAs are, in fact, generic communicators in the sense described above. It is therefore assumed here that the mixed type of 'speaker-signer communicator' in a given natural language constitutes a more appropriate frame of reference, for it encompasses an overwhelming majority of the HCAs.Therefore, it might be concluded that while speaking/communicating, the use of nonverbal signals such as mimicry, eye contact, gestures and prosody (with both its auditory and acoustic measures) makes us communicators not speakers. On top of it, Ur (2009:5) postulates that English should now be the vehicle raise awareness of three types of culture, (1) the home culture, (2) the international culture(s), (3) the culture of native speakers of English. In this sense, English is the means of developing intercultural competence (Alptekin 2002, as cited in Ur 2009:6) or rather transcultural competence (Puppel 2007).Returning the main point, i.e. the discussion of a changing goals of teaching a foreign language, there has been noted another important change. According Boraie (2013), English ceased be an end in itself but it became a means learn other content such as science, mathematics or business or the above-mentioned cultural components. More and more young adults start attending language courses develop and master their language skills in order study abroad or climb up the ladder of success supposing they work for foreign, multicultural corporations. …