Voice interaction assistants, such as "Siri," "Alexa," or "Google Assistant," offer new opportunities to create meaningful, fun tasks for language learning that require accurate spoken production. Designing good tasks requires an understanding of the learning context and needs as well as the interactional opportunities, constraints, and risks associated with any particular technology. Recent studies suggest that instead of imagining home assistant voice interfaces as conversational, designers should think in terms of single turn request and response dialogues in which the response often serves as a resource that supports some other ongoing activity. For example, asking '"Alexa," how do you spell awkward?' while writing an essay by hand, or checking a fact ('Hey Google, what's the population of London?') while arguing with another human. People mainly use voice interaction to get things done quickly and easily, to support other activities, and for social fun. This chapter provides examples of how language teachers use Intelligent Assistants (IA) as classroom assistants and to motivate speaking. It then discusses the benefits of and potential issues with using IA in the language learning classroom. [For the complete volume, see ED612143.]