Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches. "Engaging Language Learners through Technology Integration: Theory, Applications, and Outcomes" provides empirical studies on theoretical issues and outcomes in regards to the integration of innovative technology into language teaching and learning. This reference work discusses empirical findings and innovative research using software and applications that engage learners and promote successful learning, essential tools for educational researchers, instructional technologists, K-20 language teachers, faculty in higher education, curriculum specialists, and researchers. Following a foreword and preface, the following chapters are included in this book: (1) Computer-Assisted Character Learning Using Animation and Visual Chunking (Yi Xu, and Li-Yun Chang); (2) Enhancing Grammatical Accuracy and Linguistic Fluency: English Article Tutor (Helen Zhao); (3) Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study (Ilka Kostka, and Miriam Eisenstein Ebsworth); (4) Computer-Assisted vs. Classroom Instruction on Developing Reference Tracking Skills in L2 Chinese (Liu Li); (5) Investigating Optimal Computer-Mediated Cultural Instruction to Foster Intercultural Sensitivity in Online Peer Discussions (Paula Garrett-Rucks); (6) Offline Peer Dialogue in Asynchronous Computer-Mediated Communication Activities for L2 Teacher Development (Keiko Kitade); (7) Pragmatic Development through Blogs: A Longitudinal Study of Telecollaboration and Language Socialization (Noriko Ishihara, and Yumi Takamiya); (8) (Dis)Engagement in Internet Linguistic Practices among Sojourners in China (Wenhao Diao); (9) Using Skype to Focus on Form in Japanese Telecollaboration: Lexical Categories as a New Task Variable (Yuka Akiyama); (10) Innovative Wiki Ways: Engaging Students in Collaborative Writing Processes (Mimi Li, and Julie Dell-Jones); (11) Teachers' Perceptions and Use of Information and Communication Technologies (ICTs) in Chinese Language Education (Dongbo Zhang, Shouhui Zhao, and Li Li); (12) Use of Computer Technology for Writing Consultations: Tutors' Opinions and Implications (Cynthia Lee); (13) Theory and Practice in Computer-Assisted Vocabulary Learning: A Case Study (Peter Prince); and (14) Vocabulary CALL for Young ESL/EFL Learners: A Systematic Review of the Research Evidence (Zöe Handley). An index is included.