VietTESOL International Convention 2026

Mobile-Assisted Language Learning (MALL) has become increasingly common in English language classrooms due to the widespread availability of smartphones. In many institutions, teachers have already integrated mobile technologies into their teaching practices; however, there is still limited understanding of how these practices influence student engagement and motivation. This study investigates teachers’ use of MALL and examines its perceived impact on student engagement and motivation in English as a Foreign Language (EFL) classrooms. The study adopts a descriptive research design and collects data from teachers through a structured questionnaire, with additional support from student responses to provide comparative insights. The findings indicate that teachers frequently use mobile-assisted activities such as quizzes, vocabulary apps, and interactive tasks to support learning. Most teachers reported that MALL enhances student participation, increases interest, and promotes a more interactive classroom environment. These perceptions are largely consistent with students’ responses, which reflect higher levels of engagement and motivation during mobile-assisted lessons. However, student distraction remains a notable challenge. The study suggests that while MALL has strong potential to improve classroom dynamics, its effectiveness depends on clear instructions, structured activities, and active teacher monitoring. Practical implications for effective classroom integration are discussed.