This book highlights the role of instructional design in shaping how learners engage with language input. Across different classroom settings, the chapters demonstrate how teachers select, adapt, and implement digital and non-digital resources to support comprehension, interaction, and learner participation. Rather than treating technology as an add-on, the discussions position digital media as part of a broader pedagogical framework in which instructional decisions are guided by learning objectives, student needs, and contextual realities. The contributions in this volume are grounded in classroom-based practices, reflecting ongoing efforts to improve learning through iterative teaching processes. Various approaches are explored, including the use of interactive platforms, audio-visual materials, and web-based resources to enhance listening and reading instruction. These practices illustrate how engagement can be fostered through well-designed activities that encourage active processing of input, collaborative learning, and meaningful interaction with texts and spoken language. A key theme that emerges throughout the book is the importance of aligning instructional design with the conditions of the learning environment. Differences in technological access, learner proficiency, and institutional contexts require flexible and adaptive approaches to teaching. The chapters show that effective receptive skills instruction is not determined by the tools themselves, but by how they are integrated into purposeful learning sequences that support comprehension and sustain learner engagement.