ABSTRACT
The use of technology – and in particular the nearly ubiquitous use of social media among diverse populations and profiles – has long been of interest to academics and scholars (see Palfreyman, 2007). In its incipient stages, Computer-Mediated Communication (CMC) was usually adopted to refer to text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multiple and often simultaneous modes of communication. As multimodal, technology-mediated communication has become ‘normalized’ practice in personal and professional lives, educational initiatives – particularly language teaching and learning – are following suit.
