We have observed that in some ways the school system is not fully embracing the imminent technological presence by incorporating digital tools in education. The Swedish curriculum states that schools should utilize technology preparing the pupils for the foreseeable future. The Swedish schools are also predominantly devoted to the sociocultural theory by Vygotsky. Incorporating mobile apps, or otherwise similar technology, to a higher degree should be considered. This research synthesis therefore examines if mobile apps can be used to develop pupils´ writing skills in English. Two sub-questions are investigated: what are the benefits and drawbacks of using mobile apps in conjunction with writing in English, and how can mobile apps can be used as a collaborative learning tool in connection with writing? The articles reviewed generated a number of findings. Firstly, it helped the pupils to gain an overview of their written text, helping them to organize and sequence. Secondly, in many cases a burst of motivation spread among the pupils. Thirdly, through collaborative work with apps, pupils could benefit from peer-editing feedback. However, some evidence of problem areas were identified. Firstly, little research was found for the desired age group, so we had to use studies researching mobile app for writing with older pupils, in some cases even students at university. Secondly, it was found that the success of incorporating mobile apps for writing in English mainly rested in the competence and digital knowledge of the teacher. We therefore concluded that teacher digital literacy should be further researched.