In recent years, disruptive technologies have seen how our students interact with us as teachers change, and transformed how we as teachers prepare and provide learning opportunities. For teachers too, it may also lead to changes in terms of with ‘whom’ we will teach, and how best we might begin to integrate robots and AI-based digital assistants into the classroom as teaching aides or personal learning companions for students. Speaking to machines, and seeing or hearing appropriate responses actioned, provides learners with a reason to speak that is not contrived and one that is inherently motivating and meaningful. To this end, the pedagogical affordances offered by digital assistants are explored, along with the pedagogical theory behind their effective implementation with learners for the teaching of English to speakers of other languages (TESOL). The actions/skills best suited for use are covered, as are effective techniques for integrating them into the classroom. This is supported by tutorials for Action/Skills creation, photocopiable material, and a comprehensive list of resources. A means for evaluating the appropriateness and viability of Actions/Skills for enhancing language learning is also provided.