The Future of Foreign Language Instructional Technology: BYOD MALL


  • Jack Burston Cyprus University of Technology



Mobile-Assisted Language Learning, Bring Your Own Device approach, instructional technology


This paper describes trends in instructional technology that are influencing foreign language teaching today and that can be expected to increasingly do so in the future. Though already an integral part of foreign language instruction, digital technology is bound to play an increasing role in language teaching in the coming years. The greatest stimulus for this will undoubtedly be the accessibility of Mobile-Assisted Language Learning (MALL), made possible through the exploitation of mobile devices owned by students themselves. The ubiquitous ownership of smartphones and tablet computers among adolescents and adults now makes a Bring Your Own Device (BYOD) approach a feasible alternative to desktop computer labs. Making this work, however, especially in a financially and technologically restricted environment, presents a number of challenges which are the focus of this paper.


Download data is not yet available.

Author Biography

Jack Burston, Cyprus University of Technology

Jack Burston is a language-teaching specialist with a formal background in theoretical and applied linguistics, second language acquisition and testing. He also has considerable expertise in computer-assisted language learning, foreign language software evaluation and language center design. Jack is the former software review editor of the CALICO Journal and a former member and chair of the CALICO Executive Board. He was the editor of the IALLT Language Center Design Kit and the Digital Language Lab Solutions volume. His current major area of interest is in Mobile-Assisted Language Learning.


Burston, J. (2014). The reality of MALL project implementations: Still on the fringes. CALICO Journal, 31(1): 43-65. - Retrieved from

Burston, J. (2015). 20 years of MALL project implementation: A meta-analysis of learning outcomes. ReCALL, 27(1), 4-20. - Retrieved from (2015). Internet & Mobile Phone Users Worldwide 2015: 50% Population Is On Internet. May 27, 2015.

Freiermutha, M. (2015). ‘I Found It!’ A smartphone GPS treasure-hunting game in a flipped English class. Innovation in Language Learning and Teaching. Retrieved from

Gjedde, L., & Bo-Kristensen, M. (2012).Workplace mobile-assisted second language learning: Designing for learner generated authenticity. In J. Díaz-Vera (Ed.), Left to my own devices: Learner autonomy and mobile-assisted language learning innovation and leadership in English language teaching (pp. 183–195). Bingley, UK: Emerald Group Publishing Limited. - Retrieved from

Leis, A., Tohei, A., & Cooke, S. (2015). Smartphone assisted language learning and autonomy. International Journal of Computer-Assisted Language Learning and Teaching, 5(3), 75-88. - Retrieved from

O’Neill, J. (2015). Global smartphone ownership in world’s top digital markets to top 66% by 2018. Videomind, November 25, 2015. Retrieved from

Papadima-Sophocleous, S., & Charalambous, M. (2014). Impact of iPod Touch-supported repeated reading on the English oral reading fluency of L2 students with specific learning difficulties. The EuroCALL Review, 22(1), 47-58. - Retrieved from

Pew Research Center (2015). Chapter 1: A Portrait of Smartphone Ownership, April 1, 2015. Retrieved from

Tai, Y. (2012). Contextualizing a MALL: Practice design and evaluation. Educational Technology & Society, 15(2), 220-230. Retrieved from Last accessed on 18th September 2012.

Wong, L-H., Song, Y., Chai, C-S., & Zhan, Y. (2011). Analyzing students’ after-school artifact creation processes in a mobile-assisted language learning environment. In T. Hirashima et al. (Eds.), Proceedings of the 19th International Conference on Computers in Education. Taoyuan, Taiwan: Asia-Pacific Society for Computers in Education. Retrieved from






Research papers