The importance of digital literacy is undoubted in order to gain full participation in the digital society (Nelson et al., 2011). ICTs have changed the way young generations learn, play, socialize and participate in civic life (Jenkins et al., 2006), however, educational institutions are often slow to react to the emergence of the modified needs of the ‘digital native’ generation even though the facilities are given in most of the schools. This small scale study aims to explore students’ ICT competence and their attitude towards what digital devices – apart from the ones already used in the classroom – and for what purposes could be used in foreign language lessons in order to contribute to the success of their foreign language studies. 660 participants from 5th to 13th forms (aged between 11 and 19/20) from 41 educational institutions of a major Hungarian city (Győr) participated in the study by filling in a multi-criteria online questionnaire. The result of the study shows that more than 90 of the students regardless of their age considered themselves as competent users of ICT devices, and two thirds of them are often engaged in browsing Internet sites in a foreign language, especially in English. Concerning their advice on how FL classes can be supported by digital devices the majority of the repliers would preferably use their smart phone or tablet during the lessons, which is usually not allowed by the institutions, for watching films, film extracts or videos, solving tasks, developing their language skills, doing dictionary work, and playing online games.