Investigating the Impact of All-In-One Learning Suites on English Language Learning: A Study of Iraqi EFL Male and Female Learners with Emphasis on Vocabulary and Grammar

Abstract

This study investigated the effects of Mobile-Assisted Language Learning (MALL) through an all-in-one learning suite on the vocabulary and grammar acquisition of intermediate Iraqi EFL learners. A total of 80 university students, both male and female, were randomly assigned to experimental and control groups. The experimental group engaged with an educational mobile application incorporating digital games and interactive tasks targeting L2 grammar and vocabulary, while the control group received traditional teacher-centered instruction. Pre- and post-tests measured vocabulary and grammar proficiency, and a survey assessed learners’ attitudes toward the technology. Results revealed that the experimental group showed statistically significant improvements in both vocabulary and grammar compared to the control group. Additionally, learners expressed positive attitudes toward the mobile learning platform, highlighting its role in enhancing motivation and engagement. The findings suggest that integrating multimedia and mobile technologies into language instruction can effectively support L2 acquisition in Iraqi EFL contexts. Pedagogical implications include the promotion of technology-enhanced learning environments to foster learner autonomy, interaction, and language proficiency development.