In the coda chapter of the special issue on second language (L2) practice and cognitive psychology, we proposed a theoretical framework for optimizing and researching L2 practice (Suzuki, Nakata, & DeKeyser, 2019). Rogers and Leow's commentary (2020) raised three potential issues regarding this framework, and the present response article aims at addressing them. First, we introduce two recent studies to illustrate the importance of expounding on learning processes during L2 practice. Second, we argue that our framework can guide researchers to systematically investigate multiple key factors toward a more comprehensive picture of L2 learning. Last, we expect that L2 practice research can potentially lead to broader pedagogical implications beyond classroom teaching (material development and technology-mediated learning).