In the 21st century, human beings are passing through a period in which the population has increased very rapidly, intercontinental migration has become widespread, the world has become globalized and technology has advanced in a dizzying way. These radical changes and developments experienced on a global scale significantly affect and shape individuals, societies and education systems. In this study, firstly, the relationship between foreign language teaching/learning and technology (distance education, computer and mobile assisted learning), and then the contribution of constructivist approach and mobile applications to foreign language teaching/learning processes were examined by applying the General Scanning Model. n this context, it has been seen that French mobile applications comply with the criteria of the Common European Framework of Reference for Languages and overlap with the principles of the constructivist approach, from the most well-known (Duolingo, Babbel, Mosalingua, etc.) to the lesser-known ones. On the other hand, it has been observed in the literature that human beings have made numerous efforts to teach/learn foreign languages from past to present and adopt the view that a foreign language can best be learned in its natural environment. However, the difficulty of transporting students to the natural environment of a foreign language has prompted pedagogues to search for new ones, and it has been concluded that the easiest and most effective way is to use technology to reinforce classroom learning in a pleasant and entertaining way, to transform them into gains, and to associate them with subsequent information. In the study, it is seen that the content of the French mobile application overlaps with the constructivist approach in many aspects. For example, it has become more than possible to hear, see and use the word or expression learned in a reading activity in activities and contexts with digital content. As a result, thanks to technology and mobile applications, a learning/teaching process has begun, in which new perspectives have begun to emerge in teaching/learning French as a foreign language and the information gained in the classroom can be easily used in daily life and the information is structured rather than remembered.