This study examined the effectiveness of a bilingual/bicultural technology intervention on beginning learners of Spanish at a public university in the United States and intermediate learners of English at a public university in Mexico. This study used a quasi-experimental mixed method design and compared gains in grammar, listening, and reading skills between treatment groups using technology to communicate and practice the target language with native speakers, and control groups using technology to communicate and practice the target language among classmates. Students' knowledge of technology and learning style were also assessed, and an open-ended survey was used to examine the influence of the online activities on students' proficiency and the relationship between belonging to a learning community and successfully finishing the course. All treatment and control groups obtained similar gains in reading and grammar. Additionally, US students in both groups obtained significant results in listening. No significant relationship was found between students' learning style or their technology proficiency and their outcomes. Results suggested that the creation of learning communities inside and outside the classroom were important elements for earning a passing grade in the course. The use of new technologies did not hinder students' learning of the language at the beginning levels. Beginning learners did not appear to have any difficulty engaging in real-life exchanges online to practice newly acquired knowledge, and they appeared to have the necessary maturity, motivation and independence to carry out online exchanges with native speakers as part of the class curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]