recent attempts in TeLL environments. Salient patterns reported in the analysis included rising interest in vocabulary, grammar and writing, whereas studies concerning speaking, listening and reading were less well-represented . Corpus-informed research featured prominently, too, probably due to the availability of commercially developed corpora . Our analysis has also revealed a shift from a tool-centric view of technology use to one that emphasizes the technology-pedagogy-human alliance in the last decade , noting three emerging trends in recent TeLL studies, namely, those that are multi-purpose, multi-genre, and multi-role/skill in design and evaluation. The lack of a holistic approach to TeLL for EAP courses to date, however, has made it necessary and desirable to develop a framework to re-conceptualize technology as a context-creating, context-shifting, and scoping changing tool, and to re-frame TeLL as a socio-cognitive system, a dynamic infrastructure for negotiation, and a socio-psychological structure. Two main contributions accrue from this study, despite the methodological limitations noted earlier in this paper. First, this study has provided timely and relevant data for EAP educators interested in implementing technology-enabled EAP curricula, assessment and instruction that are congruent with paradigm shifts in EAP pedagogy in the digital age. Second, our framework highlights a holistic system aimed to harness an EAP learner's affective and cognitive abilities in a TeLL environment in order to build a community and a culture through linguistic acts. Our framework has been used to develop an EAP course currently taken by first-year students at an English-medium university in Hong Kong. A research project has been undertaken to investigate the effects of this EAP course on students and to examine the implications for future applications of this framework across settings. The results of the project will be analysed and reported in a future paper