The main purpose of this article is to highlight the potential of the Instagram social network as a didactic resource for teaching and learning languages. To do so, it presents a pilot study titled #aveiroenossople (Aveiro is ours PLE) about the use of Instagram in complementary activities in the teaching of Portuguese for Chinese students of Portuguese as a Foreign Language (PFL) of the University of Aveiro, whose products were advertised on the page Of the # AveiroeNosso-PLE project on the Wix platform. In order to study whether the Instagram social tool can contribute to the development of discursive skills of Chinese learners, both in the oral and written modalities, the study proposal was anchored in a conception of language as process and interaction, from which one understands the production and comprehension of text – oral or written – as social practice. In the methodological path, three stages were accomplished in the development of the work, namely: (i) planning, (ii) implementation, and (iii) evaluation. In general terms, the results point to contributions from the use of Instagram for the development of competences related to textual and multimodal production and comprehension, the cultural competences necessary and intrinsic to the learning of a foreign language, as well as for the formation of learning communities by means of the interactions between the participants.

Although introducing social media in a Foreign Language classroom is nothing new in the academic world, studies regarding Portuguese as a Foreign Language (PFL) in fact has been insufficiently studied, particularly in the case of Chinese learners. We implemented two interventions with a duration of 14 weeks and the participation of 10 Chinese students in total by using a Chinese microblogging platform, Weibo. Although obtained some evident positive results from a test performed after the activities, the participants revealed in the interview some differences brought by this tool during the learning process might not even correspond effectively to their learning expectation due to the learning strategy usually applied in daily routine, which indicates some challenges existing in PFL teaching model reform in China and in the integration of these technologies in actual didactic practice based mainly on the passive memorization by students. Therefore, before applying social media in PFL classroom, it's urgently necessary to help students to build awareness about a full-scale learning system of Portuguese language, which does not be confined solely to the memorization of vocabulary and grammar rules, and emphasize the importance of the social nature and communicative practicability of languages in real-life occasions.

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The present study aimed to investigate the ownership and usage of Tablets among Chinese foreign language students. Adopted a quantitative approach, this research was considered a case study with exploratory nature. The data were collected from a self-reported questionnaire between May 31 st and June 6 th , and 276 valid responses were analyzed utilizing SPSS. Independent samples t-test and Fisher's exact tests were carried out to perform inferential and descriptive analyses. Findings revealed that augmented ownership of tablets did not result from the implementation of online courses after the outbreak of COVID-19. However, some students demonstrated preferences for paperless learning, whose learning style might have changed during the intensive distance learning process for more than one semester. Still, students' opinions towards the introduction of tablets into pedagogical practice weren't overall positive; those who did not have or were not willing to purchase tablet devices were more likely to be unsupportive.

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