There has been a tremendous growth of information communication technologies (ICT) use in educational practices in recent years. An overwhelming majority of teachers in Europe (90 per cent) use ICT to prepare their lessons (Empirica, 2006). All around the world countries have invested in ICT in schools and this has included spending on equipment, connectivity, professional development and digital learning content, and in Brazil things have not been different. Mobile Assisted Language Learning (MALL) is one of the most interesting emerging types of technology enhanced learning, especially now that mobile devices are carried by more and more people every day, and that the mobile phone ‘has evolved from a simple voice device to a multimedia communications tool. Some of the advantages of technology use are:

I – Using technology enhances language learning for increased learner autonomy and control, providing a more student-centred pedagogy with learners at the centre of the learning process and more actively engaged in their learning than in traditional direct instruction methods.

II – Training in ICT skills is crucial in implementing ICT in the teaching and learning of English and the extent to which teachers are given time and access to pertinent training to use computers to support learning plays a major role in determining whether or not technology has a major impact on achievement.

III – Teachers may direct their own learning when it comes to using technology, and are increasingly turning to online communities of practice, taking courses and building their own plans to act as a support system to help with the implementation of learning technology.

IV – Learning technologies are becoming more normalised in language classrooms and teachers are beginning to stop seeing them as technologies and start seeing them as tools which suit some purpose and not others.

As to promoting integration of technology into English language teaching, the true statements are: