Chapter 11 summarises the main research findings, makes suggestions for further research, and offers practical implications for language teachers. The study showed that language learners develop some language subsystems at the cost of others, that these subsystems enter different relationships, and that intra-individual variability has a positive influence on language development. Language teachers should focus not only on fluency, but also on complexity and accuracy in writing. They need to realise that learners are not able to allocate their cognitive resources to all language subsystems at once, which causes progress in some areas but regress in others. Teachers should provide learners with usage-based practice of appropriate quantity and quality, which would give the learners abundant opportunities to explore and select various language forms, and which would foster greater complexification and automatisation of L2 knowledge. Knowing that individual learners may perform differently than the group, teachers should foster more coordinated language development to help them become more successful. Further research may involve analysing the written data for all of the individual learners and for large groups of good, average, and poor learners. The written data may also be analysed in terms of other CALF measures, and ultimately compared with spoken data.