The present paper discusses ways of incorporating two digital tools, Desire2Learn (D2L) and Google Docs, in language teaching and learning. Data were collected from four French language modules offered at the University of Calgary. Through the analysis of the tutor's observations and module evaluations, this paper explores the effectiveness of these tools in helping learners and instructors to move beyond the walls of the classrooms, and to work towards creating an active and learner-oriented environment. Results obtained reveal that both tools contributed to creating an inclusive learning environment and facilitated student participation and instructor's feedback. The author suggests that some pedagogical interventions could be applied to enhance the effectiveness of these tools. [For the complete volume, "Innovative Language Teaching and Learning at University: A Look at New Trends," see ED594807.]