Anytime anywhere learning: if mobile apps affect second language learning

The widespread use of new devices such as smartphones, iPhones, iPads, tablets, etc.. has fostered the implementation of free and low-cost learning tools, such as mobile apps for second language learning, 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. For these reasons, today, it is necessary to make an effort to develop mobile and collaborative culture, along with a specific digital literacy, applied to both English learning and teaching practices. The aim of this study, in fact, is to reflect on if and how mobile technology empowers second language learning processes substantially. First of all, the critical factors that make second language learning mobile systems distinctive and effective will be characterised. Moreover, a survey aimed at evaluating learners' attitude towards mobile learning and their grade of appreciation of a mobile app for second language learning will be presented. Findings demonstrate that mobile technologies affect self-study goals positively since their potentialities make the medium itself flexible and portable, multifunctional, multimodal, interactive, and customizable (Kress and Pachler, 2007). However, the apps that are available on the web market do not fulfil the expectations of learners since their learning objects are very similar to those pertaining to traditional syllabi, and hence, they do not exploit the real affordances that could augment learning processes.