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There is no doubt that Computer Mediated Communication (CMC) and mobile mediated communication are linked as technology continues to transform the way we communicate with each other. Campbell (2019) analyzed how mobile communication evolved into portable devices to form a complete system of mobile media, reshaping the fabric of our social lives via 'sociality' and 'spatiality'. In this short paper, we would like to offer a brief overview of the diverse oral presentations which took place in the joint CMC and MALL (Mobile Assisted Language Learning) Special Interest Group (SIG) symposium at the online conference this year. This short paper will introduce various online apps which are available for free in both computer-based and mobile versions and can be adapted to foreign language learning in various ways. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

This reflective practice paper presents an excerpt of the outcome of a telecollaboration project between two tertiary institutions in New Zealand and Finland. Twenty-six intermediate students of German in the two countries used a Facebook-group to write about given topics which were part of their final assessment. The posts were a combination of video uploads, audio recordings, and writing which is in line with the multimodal meaning-making theory (Kress & van Leeuwen, 2001). The task design was guided by O'Dowd and Ware's (2009) three-layer approach design. The study investigates how students perceive the collaboration using the Facebook group and how the multimodal approach helps the students to develop their digital literacies. The data collected for the study included a mixed-methods approach with pre- and post-questionnaires, semi-structured interviews and Facebook logs. Results show that students learned more about each others' culture and improved their German at the same time. [For the complete volume of short papers, see ED590612.]

This article reports on an autoethnography by two authors who analysed the interrelationship of their experiences as foreign language learners, educators, and researchers. Both participant-researchers had taken advantage of the accessibility of online learning resources to learn new languages, had incorporated digital tools into their teaching practices, and had researched how technology could be used as a learning aid for students inside and outside the classroom. In this collaborative autoethnography, they turned the research lens upon themselves and each other to develop understandings of the way their experiences as language learners and researchers impacted upon their teacher cognition and teaching practices. [For the complete volume, "CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020)," see ED610330.]

Student and teacher activity in a closed Facebook group for a tertiary German class was observed during a 12-week teaching semester. This was complemented by questionnaires, semi-structured interviews with students, and teacher reflections in a researcher journal. Collected data were analysed using an inductive thematic analysis followed by a deductive Activity Theory (AT) analysis to explore the tensions between student and teacher expectations of the Facebook component of the course. The analysis showed individual variation in Facebook behaviours. A number of students were reluctant to write in the target language, German, reporting that they felt anxious when required to do so. It became evident that students differentiated sharply between their private Facebook interactions and their interactions in the Facebook group. Students adopted the Facebook group as an authentic language platform and continued to use the page after the course had ended. The Facebook group facilitated high quality meaning-focused target language production within the class group, and the participants were overwhelmingly positive towards their Facebook experience. [For the complete volume of short papers, see ED572005.]