Having heard fab reviews about LAMS from all sorts of sources, I figured it was time I dedicate myself to Alexander’s (2008) overview of these so called ‘Learning Activity Management Systems’. It seems it is the next big thing in the digital learning universe. Here I was proud of having designed a few WebQuests around some authentic CONTENT from the Internet (which seemed to be working a treat in my Language Classroom) but after reading the article I had to concede that, alas, simply ensuring that students absorb and engage with material is SO YESTERDAY! Says Alexander: LAMS ensures “greater focus on “context” dimensions of e-learning (rather than simply “content”), a more “activity” based view of e-learning (rather than “absorption”), and greater recognition of the role of “multi-learner” (rather than just single learner) environments. Whilst I would argue that points 1 and 2 are desirable but not necessary prerequisites for language learning, I have to admit that by including a social component, LAMS is tapping into an area which my WebQuests failed to address:  It’s all about INTERACTION with peer and teachers, which is key in LOTE, where the outcomes are above all, of a communicative nature. Naturally, I was especially interested to read about opportunities which LAMS offers to the language teacher in this respect: It seems that LAMS, due to drawing on reading and writing skills, lends itself more readily to higher level learners who “feel more confident about ‘publicising’ their ESOL writing” but is not readily offering opportunities to hone listening and speaking skills. Indeed, in the NSW syllabus for most languages, these are exactly the two macroskills on which the emphasis is laid. But having said that, there is unlikely to be one “wunder-tool” that is all things to all people at the same time, and I’d interested to experience for myself what LAMS can do in enhancing my students’ motivation and technique in speaking a foreign language.