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The aim of this chapter is to examine the use of educational technologies in foreign language teaching in Greece. It explores whether FL teachers tend to integrate learning tools in their classroom, and if their implementation is affected by teachers' age, gender, level of confidence in using these tools, or any previous training they attended. The most popular technological tools employed in FL teaching are also presented, while the attitude of teachers towards the utilization of learning technologies is thoroughly investigated. A quantitative research method has been adopted with the usage of a web-based questionnaire. Based on the findings retrieved from the responses of a hundred FL teachers, they tend to integrate educational technologies extensively in their teaching practices, mainly to enhance learners' speaking and listening skills. Out of the variables examined, only teachers' confidence in using educational technologies seems to impact the integration of technology in their FL teaching.

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In this paper we present a corpus study and a sentence completion experiment designed to evaluate the discourse prominence of entities evoked in relative clauses. The corpus study shows a preference for referring expressions after a sentence final relative clause to select a matrix clause entity as their antecedents. In the sentence completion experiment, we evaluated the potential effect of head type (restrictive relative clauses are contrasted with non-restrictives and restrictives with an indefinite head). The experimental data show that the matrix clause subject referent is strongly preferred as an antecedent, thus strengthening the conclusion that entities evoked in relative clauses are less salient than their main clause counterparts. Some remaining issues are discussed.