In the last two decades, technology has dominated the world by providing a variety of programs to both instruct and entertain the audience in informal setting. The impressive developments in audio, video, and computer-mediated communications programs offer many possibilities for teachers to construct activities around listening and watching different programs (Chinnery, 2005; Bell, 2003; Ishihara & Chi, 2004; Bedjou, 2006). Moreover, technology has become the track upon which the express train of education is heading toward its destination. Informal language learning was first introduced by Knowles (1950). Rogers (2004) suggests that informal language learning is unstructured, unpurposeful. On the contrary, formal language learning is structured, purposeful, and school based (Lightbown and Spada, 2001).
