As more and more students own mobile digital tools, the study of their use for formal and informal language learning becomes pressing to examine what part they play in knowledge construction and the development of digital literacies that are deemed important for students’ academic success (Lankshear & Knobel, 2011). As Cope and Kalantzis (2009) underline, along with new communication practices, new literacies are emerging and shaping new social practices – e.g., new forms of identities and approaches to learning. In spite of the steady increase in migration at the international level (OECD, 2013), there are still few studies concerning the use of mobile digital tools by international students who come to study in a foreign university (Collin, Saffari & Kamta, 2015). Yet, the international attractiveness of universities also depend on the quality of the pedagogical, social and technical support international students receive. The presentation will concentrate on the results of a project (TRANSNUMED) which has focused on international students’ use of digital tools and has endeavored to analyze the role these tools play in the transition they undergo, from a linguistic and cultural point of view, from one academic tradition to another, and from one social network to a new one. Evidence of this transition has been collected thanks to different methods (an application that 18 participants used during a month on their smartphone, a questionnaire and interviews). Results reveal different levels of digital acculturation and indicate potential directions to accompany international students in their linguistic and academic transition.