||The purpose of this qualitative study was to implement computer technology in adult ESL classrooms in order to teach listening and speaking skills. I adopted an; action research methodology to answer two questions, which are: 1) In what ways does the implementation of computer technology influence the adult learners' English listening and speaking skills, and 2) What are some potential computer technologies may have impacts on the adult ESL learners' listening and speaking competencies? This study took place in a low-beginning adult ESL class. The six participants of this study came from different countries and had low to no digital literacy background. I designed a comparative study for this research in order to compare the effectiveness by using traditional ESL teaching methods verses the computer technology implementation teaching method. The data sources that were involved were transcribed oral surveys from the participants, transcribed video recordings from class observation, researcher's journal, and the participants' oral test scores. The result shows that computer technology can enhance the class engagement, encourage adult learners' motivations, and increase learners' digital literacy levels. The participants' oral test scores at the end of the study indicates that although their listening and speaking scores did not have impressive improvement during the short data collection period, there is reason to believe that computer technology may have a long-term positive impacts on their English competencies.