In this first part, the authors question the introduction and/or consequences of digital technology in language teaching.

• Valva & Cervini deal with language learning through the development of an application.
• Le Levier is interested in the relationship to spelling of college, high school and BTS students in their digital writings.
• Labetoulle, for her part, analyzes the contribution of a device between face-to-face and distance learning courses for learning a foreign language.
• Casani draws on the study of a corpus of Italian-speaking learners to describe their morphosyntactic skills.
• Finally, Biagiotti proposes the use of a didactic approach by "text genres" and "discourse types" for learning languages-cultures by relying on a specific digital environment.