Students bring into the classroom their own mobile devices, but do not take advantage of the various features that the technology offers for supporting learning. This paper addresses two themes of this conference:    e‐books and mobile learning. Approaches to learning which prompt metacognitive thinking in reading have been shown to enhance reading comprehension. To date, these approaches have relied on teachers’ help to model metacognitive strategies: for example, in activating background knowledge, inferring meaning and monitoring. However, technology can help the learner by modelling such strategies. The case study and the findings to be presented at the PhD Research Colloquium are part of my PhD research project. The objectives of the project were to determine the extent to which students employ foreign language (FL) reading strategies when using tablets, and which of the tablet’s functions support reading comprehension. The paper describes the methods, procedures, and results of the project at a Danish Secondary School. It also discusses how the iBooks Author application has been used during the research project. The participants were seven Danish high school students. Data was collected via students’ logs (records of their use of reading strategies with the iPads over three weeks) and semi‐structured interviews. Qualitative data was analysed using NVivo software. Results show that students used a variety of metacognitive and cognitive reading strategies when they used tablets for reading a foreign language. Students engaged in cognitive and metacognitive processes using the embedded reading strategies and some of the features of the tablet.