Cognitive and affective implications of mobile technology for second language learning

Mobile technologies are permeating learning processes at different levels. The widespread use of new devices such as smartphones, iPhones, iPads, tablets, etc.. have fostered the implementation of free and low-cost learning tools that can be downloaded directly onto personal mobiles. At the same time, these new applications have enabled users to experience learning processes at any time, anywhere, and at their own pace. As far as second language learning is concerned, studies show that the potentialities of mobile technologies can influence affective factors positively, motivation in particular, since these affordances make the medium itself flexible and portable, multifunctional, multimodal, nonlinear, interactive and customizable (Kress & Pachler, 2007). Furthermore, they allow users to be free (no space and time limits), multi-tasking, creative, selective, and self-regulating. The aim of this paper is firstly to offer a state-of-the-art analysis of some second language learning mobile apps developed within research projects and of others available online for free or at a low cost. Second, to weigh the motivational potential residing in these apps and their effectiveness in terms of learning processes, given that these technologies can shape the way we learn