This is a methodological chapter in which the question for investigation is how to describe the effects of technological mediation on learning. The chapter focuses on the use of language by learners enrolled on a course of English-for-specific purposes, which they attended entirely via the synchronous multimodal platform Lyceum. Data showing how learners utilise the resources of the environment in order to progress conversations with native-speaker tutors and with their peers is analysed. Three frameworks for the problematisation of technologically-mediated language use are proposed
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