This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions while coding was complete on open-ended questions. Quantitative results revealed significant differences when comparing pre- and post-surveys on questions regarding L2 skills and knowledge while qualitative results indicated that participants had preferences between the technology tools used during the treatment. Although the physical language lab has become almost non-existent, this study suggests that L2 instructors should provide opportunities where L2 learners can expand their language skills outside of the classroom through the creation of an online language laboratory. This laboratory has the ability to transform L2 students' language learning as well as be very valuable in today's classroom given the current COVID-19 global crisis.