Realities of mobile learning technologies in foreign language classes


  • Christina Huhn
  • Jean-Louis Dassier
  • Shijuan Liu



While it is common to assume that our current undergraduates are digital native who are naturally proficient and expect the use of technology, the research base that supports those assumptions is limited. This is especially true of students in foreign language classes. Much of the national research that has been conducted has not focused on specific subsets of students. It is important to address this paucity of research, as instructors, textbook publishers, and other stakeholders must make informed decisions regarding the design and development of curriculum and instructional materials. This article reports a study conducted in exploration of the ownership and use of mobile devices by students in foreign language courses. The study used survey methodology and focus group protocols to investigate what technological devices students have and use for personal and academic activities. Salient findings include the reaffirmation of the need to maintain appropriate pedagogy in light of the latest and greatest technological developments, distinctions between the use of technology for content consumption versus content production, and a distinct preference for a separation between personal and academic activities among digital natives.




How to Cite

Huhn, Christina, et al. “Realities of Mobile Learning Technologies in Foreign Language Classes”. IALLT Journal of Language Learning Technologies, vol. 46, no. 1, July 2016, pp. 36-62,