Int. J. Mobile Learning and Organisation, Vol. 5, Nos. 3/4, 2011 345 Copyright © 2011 Inderscience Enterprises Ltd. Mobile social networking in language learning: a transformational tool Saleh Al-Shehri School of Education, The University of Queensland, Brisbane, Australia Email: salehmm23@hotmail.com Abstract: Most EFL (English as a Foreign Language) contexts have been characterised as traditional teacher-directed language learning setting. This indicates the need for a practical incorporation of more student-centred approaches. Mobile social networking is relatively new to the fields of study investigating different student-centred practices. This study investigated the potential of mobile social networking in maintaining an effective learning environment and in creating meaningful learning opportunities that cater for students’ needs and promote student-centeredness and collaborative learning. The study concluded that mobile social networking played a major transformational role and enhanced the shift from a traditional teacher-directed EFL instruction to a more collaborative, enjoyable, and above all, student-centred instruction. Keywords: mobile language learning; mobile social networking; student- centred and collaborative language learning. Reference to this paper should be made as follows: Al-Shehri, S. (2011) ‘Mobile social networking in language learning: a transformational tool’, Int. J. Mobile Learning and Organisation, Vol. 5, Nos. 3/4, pp.345–359. Biographical notes: Saleh Al-Shehri is currently a PhD candidate in the School of Education at the University of Queensland, Australia. His research interests include mobile learning, mobile social networking in learning, connectivism, design-based research, and mobile instructional design. This paper is a revised and expanded version of a paper entitled ‘Context in our pockets: mobile phones and social networking as tools of contextualising language learning’ presented at ‘mLearn 2011 – The 10th World Conference on Mobile and Contextual Learning’, Beijing, China, 18–21 October 2011. 1 Introduction The analysis of the current EFL (English as a Foreign Language) literature indicated that most EFL contexts can be characterised as traditional language learning settings in which teachers direct the learning process, and students are then assumed as passive receptors of knowledge (e.g. Chen, 2007; Al-Hazmi, 2008). In addition, EFL learning has also been criticised as an in-class-only learning practice due to the rare opportunities an EFL learner is expected to encounter outside the boundaries of the classroom. This indicates the need for practical incorporation of a student-centred approach in language learning. Thus, mobile technology is examined here as a means to enhance different student-centred practices and to create meaningful learning opportunities based on students’ needs.