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Abstract
Policies for second language (L2) learning have moved to centre stage in many postindustrial societies as economic and political migration has increased. This paper presents an overview of this shift in education policy and uses empirical work with learners to examine the way that technology is being used as a solution to support second language programmes for adult immigrants in some Englishspeaking countries. The paper examines the viability of technology-driven pedagogy for ESL/ESOL using qualitative research conducted on learners taking an ESL/ESOL CD-ROM-based programme offered by a national basic skills provider in the UK. After setting out the context relating this UK policy intervention to existing CALL theory and to similar technology-based projects in Australia and North America, the paper discusses the findings in relation to the four language skills, motivation and learning relationships. This research identifies some potential benefits of technology-driven pedagogy for language learning, provided it is supported by a principleoriented ESL/ESOL pedagogy.
