VietTESOL International Convention 2025

The ubiquity of online applications has revolutionized language learning, leading to a surge in Mobile Assisted Language Learning (MALL) research. Studies exploring technology-mediated language learning, particularly among adult learners, have become increasingly common. Despite the growing body of research, there remains a significant gap in our understanding of the MALL learning process, specifically regarding the interplay between learner agency and digital tools. To address this gap, this study was set out to explore the self-study practices of 159 English as a Foreign Language (EFL) university students utilizing mobile devices and AI-generated language learning applications, examining the mediating role of these tools on learner agency through the lens of Sociocultural Theory (SCT). Employing a mixed-methods approach, the research investigates how these digital tools and language applications mediate EFL students' self-study, and how they perceive the usability and effectiveness of these tools. The findings reveal that mobile devices and AI-powered applications were perceived to significantly enhance university students’ agency, motivation, and engagement in self-study. The accessibility and flexibility of mobile platforms, coupled with the personalized and interactive features of AI-driven applications, facilitate effective self-study of English. This study contributes to the understanding of the interplay between technology, learner agency, and language learning within the framework of SCT, providing insights into creating empowering, technology-mediated language learning experiences.