Most L2 instructors implement their curriculum with an eye to improving the four skills: speaking, listening, reading, and writing. Absent in this vision of language are notions of pragmatic, sociolinguistic, and multicultural competencies. Although current linguistic theories posit a more complex, interactive, and integrated model of language, this review article points out where computer-assisted language learning (CALL) can contribute to L2 language growth in terms of these four skills, especially if carefully situated within a task-based language teaching (TBLT) framework. New technologies coupled with a TBLT goal-oriented approach ultimately push learners to combine speaking, listening, reading, and writing in ways that resemble more closely how they normally engage with the digital facets of their own lives.