Language students nowadays frequently bring personal mobile devices to the classroom. The variation in devices may limit their pedagogic exploitation to negotiated student – student work outside lesson time and the bringing of results back for teacher-directed follow-up activities. Yet the notion of mobility and the co-construction of conversations in the process (Kukulska-Hulme, 2009: 159) are of greater value than the learning activities themselves. The paper reports on the use by lower-intermediate (IELTS 4.5) English language students of their mobile phones. The outcome suggests that mobile assisted language learning promotes greater student - student interaction in the context of structured collaborative learning both inside and outside the classroom and offers a way for language students to develop their own blended learning materials. Reference Kukulska-Hulme, A and L. Shield. 2008. ‘An overview of mobile assisted language-learning: From content delivery to supported collaboration and interaction’. ReCALL 20/3: 271-289.