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Currently, 1 in 2 people around the world has Internet access, most of them via smartphone. And 1 in 3 are learning English, with over 80% of these students coming from Asia and the global south. Despite the incredible growth in these 2 trends, few steps have been taken to adapt EFL education methods around access to these devices. This article tests the efficacy of 1 such approach, working with university students in Bogotá, Colombia, to create videos aimed at developing language proficiency and challenging cultural representations. Via a critical-discourse analysis of their responses, the author of the study hopes to highlight potential benefits and downsides offered by smartphones and other devices in developing language and critical-expression skills.