This study investigates the influence of sensory and cognitive affordances on the usability of mobile devices for multimedia language learning applications. An audio-based learning application--the "Vowel Trainer" (audio-based speech app), developed by University College London was chosen, against a comparison, text and picture-based language learning application--"Learn English for Taxi Drivers" from the British Academy (app based on vocabulary, grammar). Impressions of the two applications were assessed on two different devices that have virtually the same interface, but differ in physical size: the iPhone and the iPad. A mixed design was chosen, with device type (iPad vs. iPhone) as between groups factor and language application type (audio vs. video) as a within groups factor. Assessments of sensory and cognitive affordances were made, along with measurement of learner preferences of each application and their suitability for each device. A preliminary (N = 22) dataset was analysed using a mixed design MANOVA and the implications of the results for developing design guidelines for spoken language learning applications are discussed. [For the full proceedings, see ED562096.]