This research explores whether technology redefines language learning, how can it be measured and how technologies can be applied in instruction in the Fourth Industrial Revolution Era. Specifically, a review over instructional technologies (IT) in scholarly linguistics studies, a prediction on the English language future with the rise of artificial intelligence (AI) and Chinese Mandarin in economic strength, and an empirical language instruction with AI software are compiled.
Hermeneutic review, multiple regression and correlation methods are applied in the studies. Results show that technology is changing (a) linguistics research agenda; (b) public's perception on English and Chinese languages; (c) the application and pedagogy for language learning; (d) language learning outcomes because instructors can develop new cognitive skills and enrich linguistic knowledge when incorporating instructional technologies into language classrooms. This study provides implication that instructors should improve technology awareness to tailor their instruction for language learners so as to engage more human-computer interaction with students in both brick and mortar classrooms and multimedia environments. Policy-makers should set up a technology standard and a supportive system to equip instructors with higher digital literacy in order to encourage effective collaboration and communication, and to assess students with well-embedded AI technologies in the process of language instruction.