Digital language technologies, such as language learning platforms, have evolved significantly in recent years. Andrade's doctoral research (2017) examined 10 foreign language teaching platforms, identifying the limitations and possibilities of these approaches for language education, and developed a prototype of an alternative model focused on a more updated and critical approach to language education. This study was further expanded and updated, reflecting on the initial impact of artificial intelligence (AI) on language education, as presented at a UNESCO event in 2019 (Andrade, 2019).

Since then, advances in AI, such as the development of Large Language Models tools, including ChatGPT, have impacted public access to and use of educational technology.

However, questions remain: are these advancements truly fostering qualitative changes in language teaching and learning methodologies? In a scenario dominated by major tech companies and the prevalence of particular languages (Schneider, 2022), how are these platforms addressing minority languages?

This presentation proposes a new reflection on Mobile Assisted Language Learning (MALL), exploring its implications for contemporary language education. Based on an analysis encompassing three distinct periods (2017, 2019, and 2024), it examines the limitations, possibilities, and suggests future pathways for a multilingual and reflective education (Braga, 2010), with a special focus on the role of minority languages in a context dominated by AI and big tech companies.