Genre-based approaches to language learning are those that focus on regularly occurring communicative events that are realized in the form of particular text types, like argumentative essays, lab reports, or academic presentations, for example. A typical pedagogical process involves teachers and students in stages of: (1) context analysis; (2) model analysis; (3) guided composition with teachers and students working together; (4) extended composition with the student working on their own; and (5) comparison, which lays the foundations for transfer to other genres. Research of relevance to a genre-based approach to CALL falls into three main categories. First, research on digital genres suggests that innovative genres in digital contexts can be ‘paired’ with traditional genres in order to stimulate discussion and reflection around the communicative affordances and constraints of such pairs of ‘new’ and ‘old’ genres. Second, research has also examined the role that digital tools like collaborative writing platforms, interactive blogs, and wikis can play in the genre writing process. Such digital tools can expand the ‘learning environments’ or ‘spaces’ available in the genre writing process as well as make authentic audiences available for language learners. Third, another strand of research on ‘digital multimodal composing’ has examined the way that language learners can be engaged with multimodal forms of communication enabled by digital tools.