The use of new technologies in the classroom promotes restructuring of teaching techniques and approaches. The foreign language teacher becomes more of a mediator, and designer of activities rather than a transmitter of information. Instead of lecturing, he or she conducts and directs student activities to foster a meaningful learning environment.

In addition, the structure of the language materials gradually changes as well. Traditionally, the language materials are organized linearly compelling the students to move from one subject to another in a specific order. With the creation of the WWW, CD ROMs and multi-media software more and more lesons are constructed with multiple linking of topics for discovery or exploratory learning. Evidently more and more L2 learning materials will be developed for the students to choose or decide what and how to learn.

Thus, students become more independent and in control of the learning process. However, in such an exploratory learning environment, it is essential for the student to know how to handle the organization of the material and how to learn. At this juncture the teacher's guidance can come into play, but it cannot always be available in large classes or when students work independently. Therefore, in my opinion, teaching the students learning strategies is a way to efficiently manage technology-based L2 learning.

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