Introduction: New media and its significant impact on language learning can be traced back to no more than 60 years. Within this time, the mode of language learning has been revolutionized, by increasing user-accessibility, comfort, and exposure. The most influential types of new media used globally are computer-assisted applications, video-on-demand websites, and social network sites.Objectives: The present study has three objectivesto review the impact of new media on language learning; to determine the differences between the effects of new media languagelearning and traditional style of language learning; and to understand the assistance provided by new media technology in the language learning of populations with learning disabilities.Method: Literature review method was adopted.Results: The findings of the present paper highlights how new media has impacted language learning by generating greater accessibility, exposure to content, and user-self-efficacywhich is beneficial with the learning disability population. It has been found that the most effective way of language learning is an amalgamation of new media and conventional face-to-face language learning style. However, this content of language learning has faced degradation. The present study therefore proposes the NMCQ (New Media Content Quality) model. It provides a synthesis of effective new media language learning by matching the quantity of language learners with the quality of content being learned. It proposes an amalgamation of new media technology and human assistance in promoting effective methods of linguistic development.

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In a world dominated by augmented reality (AR) and hyper-digitization, the education system is on the verge of revolution. However, this rapid change has come at the expense of the pillars of knowledge-providers (i.e., educators). Based on past literature reviews, this chapter identifies the predominant sources of stress and declined well-being of teachers. These include the wave of AR, the COVID-19-triggered online transformation of classroom teaching, and the increasing diversity within classrooms. Their impact has been studied under two classifications—declined personal (reduced self-efficacy and accelerated stress) and social well-being (isolation and alienation). This chapter proposes the ‘Me Within We' model of social self-care to enable teachers to experience a high level of well-being by fostering belongingness through empathic relationships and the establishment of group identity. Future researchers are urged to empirically investigate the holistic efficacy of various dimensions of educator self-care—including social, physical, emotional, and spiritual.