Technology is changing the way we teach and learn languages; it has provided teachers with new facilities and approaches to teaching that can stimulate learners’ interest while challenging their intellect (Blake, 2013, 2016; Stanley, 2013). Likewise, it has provided learners with plenty of creative and authentic resources that can facilitate the process of acquiring a new language (Walker & White, 2013). Similarly, Larsen-Freeman and Anderson (2011) state technology contributes to language learning in two important ways–it provides teaching resources such as podcasts, vodcasts, online dictionaries, weblogs, WebBoards etc. as well as enhances learning experiences, that is, increases access to the target language and opportunities for learners to work at their own level and pace, and choose when and where to learn. They add that technology has the potential to engage learners in grammaring, an important process in second language acquisition. Larsen-Freeman (2003) defines grammaring as “the ability to use grammar structures accurately, meaningfully, and