Mobile-Assisted Language Learning (MALL): Opportunities, Challenges, and Practical Classroom Integration

Abstract

Mobile-Assisted Language Learning (MALL) leverages smartphones and related technologies to extend language learning beyond the classroom. This paper presents a focused review of recent pedagogical applications of MALL, examining how mobile affordances—portability, multimedia, connectivity—support vocabulary, grammar, listening, speaking, reading, and writing. Using a systematic review approach, the study synthesizes findings from empirical and classroom-based reports to identify effective practices, obstacles to implementation, and pragmatic strategies for teachers. Results indicate that MALL yields measurable gains when embedded within blended, task-based designs, and when teachers select apps and activities that align with curricular goals. Persistent barriers include device inequity, variable app quality, distraction, and limited teacher training. The paper concludes with concrete classroom recommendations—app-evaluation criteria, scaffolding techniques, and equity measures—and proposes directions for longitudinal and comparative research. These recommendations aim to help practitioners integrate mobile tools meaningfully while maintaining academic rigor and assessment validity.