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The EUROCALL Review, Volume 25, No. 2, September 2017
18
Research paper
A look at advanced learners’ use of mobile devices for 
English language study: Insights from interview data
Mariusz Kruk
University of Zielona Gora, Poland
______________________________________________________________
mkruk @ uz.zgora.pl
Abstract
The paper discusses the results of a study which explored advanced learners of English 
engagement with their mobile devices to develop learning experiences that meet their 
needs and goals as foreign language learners. The data were collected from 20 students 
by means of a semi-structured interview. The gathered data were subjected to 
qualitative and quantitative analysis. The results of the study demonstrated that, on the 
one hand, some subjects manifested heightened awareness relating to the 
advantageous role of mobile devices in their learning endeavors, their ability to reach 
for suitable tools and retrieve necessary information so as to achieve their goals, meet 
their needs and adjust their learning of English to their personal learning styles, and on 
the other, a rather intuitive and/or ad hoc use of their mobile devices in the classroom.
Keywords: Learner autonomy, mobile devices, advanced EFL learners, learning 
English.
1. Introduction
Mobile devices, smartphones and tablet computers in particular, have generated a lot of 
interest among researchers in recent years (Byrne & Diem, 2014). This is because the 
opportunities these new technologies may offer (e.g. individualized learning, the variety 
of mobile apps available, easy access to the internet) and/or the fact that they are 
increasingly more common among learners make them an important and potentially 
useful addition to formal and informal language learning.
According to Benson (2011), there has always been a connection between educational 
technologies and learner autonomy to the extent that they have often been intended for 
independent practice. It should be noted, however, that this link and “future enquiry 
and practice into technology-mediated learner autonomy will need to be increasingly 
aligned to the tools, settings, and activities that are of significance to language learners” 
(Reinders & White, 2016, p. 151). Reinders and White (2016) further argue that as long 
as “the potential range of settings, tools, and experiences is now virtually limitless, 
individuals need to be increasingly adept at critical adaptive learning in order to benefit 
from and contribute effectively to those settings” (p. 151). Beyond doubt, contemporary 
language teachers should equip foreign/second language learners with appropriate 
knowledge concerning the affordances of mobile devices for language study and they 
should prepare them for effective usage of such devices for this purpose. It is also of 
paramount importance, for both researchers and practitioners, to comprehend the link 
between the modalities of the language learners' organization of their own learning 
experiences and environments and the role mobile technologies, in particular 
smartphones and tablets, play in these contexts.
Taking into consideration the above-mentioned issues, the study reported in this article 
investigated ways advanced English language students use their mobile devices (i.e. 
smartphones and tablet computers) for their language learning.

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