The rapid development of portable communication devices and social networking platforms, along with nationwide fast Internet, has changed the way people socioculturally and transnationally engage in multimodal literacy practices. Since 2016, when the number of hours of mobile Internet usage outnumbered that of desktop PCs, people have increasingly enjoyed “snack” culture, in which they watch more mobile-friendly, condensed content than full-length content. Thus, a crucial question is how this new trend impacts English learning. This paper explores what characteristics of mobile English learning attract the digital native, or iGen, youth and how meaningful interactions on mobile platforms happen while learning English. Drawing theoretically upon the new “technical stuff” and “ethos stuff” of New Literacy Studies (NLS), English learning content on three popular platforms (YouTube, AfreecaTV, and Instagram) and interactions among users (e.g., teachers and learners) were analyzed. The findings show that the content has characteristics of gamification, snack culture, teaching with authenticity, and guidance for extra learning. Interactions on the platforms display multimodal interactive modes of communication, learners’ voluntary compensation, and a blurred distinction between learners and teachers. This study calls for more attention to out-of-school, mobile platform content.