The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.

Second language (L2) motivation is of great importance for young foreign language learners, as it can both attract their interest towards learning the target language and improve their L2 achievements. Supporting students' need for relatedness (along with a need for competence and autonomy) is claimed to enhance behaviors that are self-motivated and selfdetermined. The purpose of this study is to explore the affordances of tablet technologies, such as Apple iPads, for satisfying young language learners' need for relatedness, both in classroom collaborative learning and social interactions beyond the school settings. The key findings of this qualitative study suggest the iPad's potentiality for promoting L2 motivation through exploiting its affordances to enhance collaborative learning and social development.

Abstract-Second language (L2) motivation is of great importance for young foreign language learners, as it can both attract their interest towards learning the target language and improve their L2 achievements. Supporting students' need for relatedness (along with a need for competence and autonomy) is claimed to enhance behaviors that are selfmotivated and self-determined. The purpose of this study is to explore the affordances of tablet technologies, such as Apple iPads, for satisfying young language learners' need for relatedness, both in classroom collaborative learning and social interactions beyond the school settings. The key findings of this qualitative study suggest the iPad's potentiality for promoting L2 motivation through exploiting its affordances to enhance collaborative learning and social development.

The emergence of multi-touch screen tablets has increased the opportunities for mobile learning, as the unique capabilities and affordances of these devices give them an educational advantage over other mobile technologies. Tablets are progressively finding their way into classrooms and transforming modes of learning and teaching. However, research on educational applications of this digital tool, particularly with reference to foreign-/second-language acquisition by young beginner learners, is still limited. In this paper, the use of various tablet applications (apps) to support mobile English-language learning by children as beginners is discussed. The apps are classified into five main categories: communication, content-access, productivity, interactive and storage. The educational affordances of each category are presented and explained, with examples. This typology provides insight into the educational uses of tablet apps for English language learning, and has implications for research in the field of classroom practices and beyond.