Close to 100% of tertiary students in Japan now own a mobile device. As language teachers, we may have considered using them for computer- assisted language learning; however, navigating the vast array of mobile applications can be a daunting task. Moreover, given that student ownership of iOS and Android devices is almost evenly split, a teacher is often unable to choose applications that are accessible to the entire class. This paper shows details of a 2014 study in mobile usage trends (among Japanese university students) and derives input from a panel of educators who investigated mobile use in education for language learning purposes. Panel discussion and floor interaction revealed similar challenges across platforms, and possible solutions to these problems in teacher education and administrative cooperation.
