This paper investigates the use of a generic piece of software, the "Copernic Summarizer" (www.copernic.com) as a language learning tool and considers two discrete pedagogical approaches used as part of its integration within the context of teaching and learning a foreign language. Firstly, this paper will present a brief overview on the emerging field of automated summary writing and its importance and relevance for language learners today. A description of our empirical study is then presented which concentrates on the integration of this tool within a third level classroom environment. Basically, this particular classroom context involved the use of two separate control groups; each one was introduced to and employed the "Copernic Summarizer" (CS) at different stages during the CALL integration process. In order to examine the students' application of this tool to their L2 learning, we examine the data from both learner-produced summaries and written commentaries in order to assess whether or not this software has been successfully established as part of the students' long-term integration strategies. As such, we will provide examples of the L2 benefits experienced in the summary writing task in order to consider how learners mapped these particular issues onto their adaptation of the tool. (Contains 6 tables, 1 figure, and 3 notes.)