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Top1. Introduction
The use of technology in the language classroom is widely discussed in current literature (Blake, 2013, 2016; Stanley, 2013). Technology, via computer-mediated communication, is a resource that can be utilized in a variety of ways in the language classroom to connect learners with coursework and other learners. Prior to the 21st century and Web 2.0, technology was utilized in the second language (L2) classroom as learners connected with the instructor and course material through the physical language laboratory, a space where students interacted with their instructor utilizing microphones, headsets, and other audio equipment (Kitao, 1995; Sánchez, 1959). Even though there was much value in utilizing the language laboratory as each student was “a performer during the entire practice period” (Lorge, 1964, p. 416), with the onset of technology and the changing education landscape (Kern, 2006), the physical language laboratory has become an out-of-date L2 learning and teaching resource (Garcia & Wolfe, 2001).
Unlike when technology was “vastly underutilized as a topic and medium of instruction” (Grosse, 1993, p. 310) in the 1990s, now in the 21st century, the majority of teachers are utilizing technology in a variety of ways in many classrooms (Guichon & Hauck, 2011). Technology allow learners to develop their L2 language skills (Lenkaitis, 2019) and be more engaged in the learning process (Balaman & Sert, 2017; Kern, 2014; Lewis & O’Dowd, 2016). Also as more and more people own personal devices (Lenkaitis, 2020; Kukulska-Hulme & Shield, 2006), students and teachers alike can access applications by a click of a button (Bohinski, 20141; Lenkaitis, 2019, 2020) “anywhere, anytime” (Geddes, 2004, p. 1). Because technology is readily available and supports both L2 learning and teaching (Blake, 2013, 2016; Lenkaitis, 2019, 2020; Lenkaitis, Hilliker, & Roumeliotis, 2020; Stanley, 2013) and the physical language laboratory has become almost non-existent (Garrett, 2009), this study examines ways to reimagine the physical language laboratory to an online language laboratory space for students and teachers through the utilization of synchronous (real-time) and asynchronous (non-real-time) tech tools that are available for free. More specifically, it explores the synchronous tool Zoom and asynchronous tools Edmodo and Wikispaces over the course of six weeks.