The quantitative findings demonstrate that students are not confined to using the centrally provisioned technologies made available through their institutional studies. In fact in this study they played a relatively minor role. Instead they are drawing upon their own personal technologies that are fit for disciplinary purpose. Additionally, the results clearly highlight that the technologies and tools that language learners now potentially have at their fingertips are powerful, expansive and changing. These results indicate the importance of listening to the learners’ voice, as indicated by Conole earlier. For this to occur, qualitative approaches to research are key.