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168 Rebecca L. Oxford and Chien-Yu Lin applications require learners to be autonomous, self-regulated or even completelyindependent.Non-strategiclearners—thosewhodonothave sufficient knowledge of and adequate practice with language learning strategies—are likely to be unable to handle such responsibilities. Non-strategic learners sometimes experience themselves as ‘pawns,’ overwhelmed by digital power rather than able to take charge of that power. For this reason, learning strategy instruction should be integrated into the curriculum of technology-supported language learning. The nine challenges and learners’ strategic responses can provide a basic orientation to the types of strategies learners need for effective digital language learning. References Afflerbach, P. and B.-Y. Cho. 2008. Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In Handbook of reading comprehension research, eds. S. Israel and G. Duffy. 69–90. 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