Communication has invariably been an essential part of human existence. With
technological improvements in the contemporary era, communication is brought to a yet
another stage - we increasingly communicate by means of computer. Thus, we employ
computer-mediated communication (CMC) in different spheres of our lives. In particular,
business and educational affairs are taken care of more swiftly, effortlessly and frequently more
productively. Thanks to its strong points, CMC is gaining popularity even among educators.
Educators that are continuously on their quest for beneficial means and methods to apply in the
teaching environments. With regard to that, Skype, Facebook, Twitter, Gmail, Yahoo
Messenger are step by step conquering the academic sphere. The aim of this paper is to probe
into styles of exploitation of CMC in English language learning (ELL), factors exerting impact
on the implementation of CMC as well as current CMC environments focusing on their efficacy
in teaching contexts, based on the portion of the research work of the researchers interested in
the subject. Furthermore, a survey was conducted among students to establish how and to what
extent they make use of CMC tools in English language learnning (ELL). It was established
that students do use CMC for academic purposes, specifically English language learning, and
that CMC genuinely has a variety of pedagogical implications. This borne in mind, teachers are
encouraged to integrate CMC at least to a specific extent in the established learning/teaching
process.
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