Saville-troike (2012) claims that face-to-face interaction is not absolutely necessary for second language acquisition. what do you think support or refute the claim based on your own experience and with reference to relevant aspects of sla theory This paper supports the claim and argues that face-to-face interaction is unnecessary in the acquisition of a second language. The learners comprehend the second language more through different interactions as opposed face-to-face communication. The paper will refer to various aspects of second language theory to support Saville-Troike’s claim.Technological advancement has enabled learners to acquire knowledge in their remote locations. The internet has become a necessity for life, and learners interact with teachers, as well as other students through computer-mediated communication. In effect, the students do not have to interact with their teachers in a face-to-face setting in order to deliver the content materials and achieve learning outcomes. Nonetheless, computers are not a substitute for the educators. Instead, the computer-mediated communication is a new and efficient medium in which it has changed the ways learners write, read, and interact with their educators. The computer assisted language learning has been embraced in the acquisition of a second language (White 2006, p. 248). Notably, an increasing number of educators use the computer-mediated communication to disseminate learning materials to second language learners in different geographical loations. The computer-mediated communication is suitable in and outside the classrooms (Chen and Wang 2008, p. 103). For instance, it is possible to coordinate class discussions through networked computers. Thus, the advancement in technology has eliminated the need for the learning process to adopt a face-to-face mode of content delivery.Technology practices have evolved that has replaced face-to-face interaction. Notably, multimedia, communications software, artificial intelligence, and Web 2.0 applications have enabled second language learners to acquire information without one-on-one setting (Sykes 2005, p. 403).