The growing ubiquity of smartphones has accelerated Mobile-Assisted Language Learning (MALL) and opened fresh avenues for individualised instruction in English language teaching (ELT). Although many studies attest to the positive impact of mobile applications, systematic evidence on how individual learning models shape learner autonomy and achievement in formal higher-education contexts remains limited. The present study implements a semester-long, app-centred individual learning model with 87 first-year undergraduates majoring in Economics at Tashkent State University of Economics. Learners combined a core mobile platform (Duolingo Max) with a portfolio of micro-apps (Quizlet, VoiceThread and Grammarly Keyboard), each aligned with personalised weekly targets derived from baseline diagnostics. Mixed-methods evaluation was employed: quantitative gains were measured through pre-/post-testing with a standardised TOEFL ITP battery, while qualitative data were generated from learner diaries and semi-structured focus interviews. Results demonstrate a statistically significant mean increase of 57.4 points (p < 0.01) on the TOEFL ITP, paralleled by marked growth in self-reported strategic competence and task engagement. Thematic analysis of learner narratives reveals that gamified feedback loops, fine-grained progress visualisation and on-demand micro-explanations function as catalysts for self-regulation. However, unequal digital literacy and sporadic connectivity emerge as constraints that moderate outcomes. The findings corroborate recent meta-analyses on MALL efficacy, extend them with locally grounded evidence and offer practical implications for curriculum designers in Central Asian universities seeking to harness mobile technologies for targeted language development.  

Mobile-Assisted Language Learning, individual learning model, learner autonomy

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