Digitally Mediated Language Learning (DMLL) is a widely discussed aspect of second language acquisition. The inclusion of digital technology has become almost a necessity in today's society and, expectedly, has incorporated itself into education and language learning. "The internet has qualitatively transformed everyday communication (and) constitutes a multiplicity of language contact zones that is unprecedented in human history" (Thorne et al., 2015, p. 215). The continuous advancements in technology have been occurring in education and language education specifically.  Technology is often used to aid instructors in creating materials to add to lessons or even developing ideas of what to do in a lecture. Involvement of technology in the language classroom can alleviate pressure, save time, aid in the development of ideas, and more.

There are three approaches to gamification. The first is game-based learning, which uses a game created and designed to help the players learn a language, such as the gamification aspects of Duolingo. The second is game-enhanced learning, which refers to using commercial games to practice language use (this is typically for listening skills). For instance, learners could play the online game World of Warcraft to practice language production by communicating with other players in their league. Lastly, game-informed learning is when an activity uses typical applications in game designs to gamify something typically not performed as a game (Reinhardt et al., 2012), such as educational escape rooms that use implicit learning. Although I did not receive many chances to gamify lessons or attempt to use games in a language-learning classroom, I got opportunities to practice choosing games I like and learn about what types of games may be helpful in a language-learning classroom. 

Another aspect that interested me while completing them was learning how online resources not initially created for language learning are authentic materials. Using authentic online materials, such as social media and online posts, can create opportunities for learners to assimilate into the target community and provide them with implicit learning of social norms and language learning (CASLS, n.d.). I have found games, social media posts, and online resources that could benefit language learners and teachers. I mentioned these artifacts in Design (Resource Collection Project) and Language as Dynamic System (For Learners of English, Korean, and Japanese), where I incorporated such materials into my work. 

Throughout my Master's degree pursuit, I have found myself utilizing technology as a resource, helping me develop ideas, and as a tool in assessments and lesson plans. I have benefited greatly from the lessons I have received here during this program. I hope to utilize these methods and strategies in the future as I become a language teacher.