| Summary: | The advent of new technologies in education has inspired a vast array of expectations in relation to the improvement of teaching processes. Surprisingly, the impact of these tools has not influenced the pedagogy of foreign languages as substantially and promptly as was predicted. Nonetheless, this article reveals that efforts are being made by scholars to increase the impact of new technologies in the preparation of educators. This review article takes a retrospective look at the last ten years in the field, focusing on the salient trends. Collaboration in computer mediated communication (CMS), teachers’ attitudes and performance towards education programs, autonomous learning and project work emerge as tendencies.
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