The Role of Mobile-Assisted Language Learning (MALL) in EFL Instruction: A Mixed-Methods Analysis

ABSTRACT

Mobile-Assisted Language Learning (MALL) has transformed the teaching of English as a Foreign Language (EFL) by offering learners continuous access to language resources and interactive educational settings. This research adopts a mixed-methods approach to examine how MALL influences EFL learners engagement and proficiency. The qualitative analysis gathers instructors perspectives on MALL implementation through semi-structured interviews, while the quantitative segment evaluates learners progress by comparing pre-test and post-test results. The findings indicate that educators recognize MALLs role in promoting autonomous learning and motivation, though challenges such as varying levels of digital literacy remain. Statistical analysis shows notable gains in vocabulary acquisition and listening skills among learners. This study highlights MALLs effectiveness as a supplement to conventional EFL instruction and proposes teaching strategies to optimize its advantages. It also explores the implications for educators, policymakers, and researchers.

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