Over the past decade, mobile technologies and communication devices have become essential tools in higher education, and mobile learning (m-learning) has been acknowledged as a successful means of raising awareness of the importance of “anywhere, anytime” learning in an increasingly connected world (Metcalf II, 2006). M-learning encourages “self-access,” and emphasizes the importance of learner independence and learner development. Learning is more effective when learners are active in the learning process, assuming responsibility for their learning and participating in the decisions that affect it. Therefore, “self-access language learning” is now often used as a synonym for “autonomous language learning” (Benson & Voller, 1997, p. 54). Holec (1981, p. 3) describes autonomy as “the ability to take charge of one’s learning,” and contemporary language-teaching methodologies make the assumption that taking an active, independent attitude to learning-that is, becoming an autonomous learner-is benefi cial to learning (Benson, 2001; Little, 1991; Wenden, 1991). However, the presence of self-access facilities does not necessarily ensure that independent learning is taking place (Sheerin, 1997). Simply having students use technology does not raise achievement. The impact depends on the ways the technology is used and the conditions under which applications are implemented (Roblyer & Doering, 2007). Sturtridge (1997), based on her experience as a consultant to self-access projects in various parts of the world, has identifi ed a number of factors contributing to the success or failure of self-access centers: management, facilities, staff training and development, learner training and development, learner culture, and materials. To appreciate the full potential of mobile technologies, educators must look beyond the use of individual devices, embedding them in the classroom or as a part of an outside-ofclassroom learning experience (Wilen-Daugenti, 2007).