Advancements in computer technology, globalization, and revolution in communication in the modern ‘ICE’ (Information Communication and Entertainment) age have contributed to significant changes in pedagogical and methodological approaches to language acquisition. While some argue that CALL (Computer-Assisted Language Learning) activities undermine pedagogical prerogatives and contextualization thereby causing learning impediments, studies have consistently proven that technological exploration of language learning stimulates enthusiasm, especially among the new generation that deifies computers. This paper illustrates the potential of word processors that can be exploited in language learning, and discusses challenges involved in its design and implementation. The paper is analytical in nature and does not attempt a value judgment on traditional or modern methods of learning. National and international network, Wide Area Network (WAN) and Local Area Network (LAN) with programmes in Hyper-text Markup Language (HTML) and Virtual Reality Markup Language (VRML) have been widely used for instructional purposes today. The use of electronic mail, bulletin boards or discussion forums, and blogs on the Internet, enable learners and teachers to access and share information beyond the barriers of time and space. On the other hand, instructional use of LANs has introduced the possibility of real-time, synchronous, many-to-many written discussion by a whole class or by smaller groups within the class. Both technologies underscore a view of learning as a collaborative act that happens in a social and political context, with learners and teachers working together in the new medium of networked interaction.

Advancements in computer technology, globalization, and revolution in communication in the modern ‘ICE’ (Information Communication and Entertainment) age have contributed to significant changes in pedagogical and methodological approaches to language acquisition. While some argue that CALL (Compu...