The proliferation of mobile technologies in contemporary education has opened new avenues for English language instruction, particularly in contexts where traditional classroom methods are insufficient to develop learners’ communicative competence. This article examines Mobile-Assisted Language Learning (MALL) as a pedagogical approach, exploring its theoretical grounding, documented benefits for communicative skill development, and its relevance for EFL learners in non-English-speaking educational environments. Drawing on published empirical research conducted across diverse EFL settings, the article argues that MALL offers a viable and contextualized solution to persistent challenges in English language teaching, including limited speaking practice, insufficient authentic communication opportunities, and heavy reliance on traditional grammar-translation methods. The article further identifies key mobile applications and tools applicable to communicative skill development, outlines implementation strategies for EFL classrooms, and discusses challenges alongside recommendations for practitioners and policymakers.

Mobile-Assisted Language Learning, communicative competence, speaking skills

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