Like any other learning subjects, the COVID-19 pandemic has had a profound, significant effect on language learning. Remote teaching is now common, and both teachers and students are getting used to learning via technology. This presentation has two parts. The first summarizes language learning before the pandemic and since it began and proposes things that do and do not change. Those that do not change include (1) the significance of design, (2) increased student input and output, (3) practice of the four skills, and (4) in-class and outside-of-class learning activities. The things that do change include (1) lesson series designed to include synchronous and asynchronous learning activities, (2) new input and output methods, (3) four skills training that uses control of information and media, (4) more learner-centered learning, and (5) a balance of data-driven and knowledge (theory)-driven approaches. One of the biggest differences between the traditional and the new hybrid era is that data collection has become easier and the types of data available are more varied. These learning data can enable our teaching to include more evidence-based interventions and just-in-time facilitations. The presentation’s second part focuses on the larger vision of technology-enhanced language learning. Technological advancements enable us to be more creative and innovative as instructional designers and teachers. The presentation discusses the further development of recent technologies and proposes their potential applications in the near future. Let’s imagine and discuss the possible directions of future language learning and some strategies for overcoming concerns.