IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B

Abstract

Mobile-assisted language learning (MALL) has gained prominence in the post-pandemic educational landscape, particularly as mobile technologies are positioned as accessible tools for enhancing language learning. However, its implementation remains uneven, especially in under-resourced contexts. This paper draws on a doctoral study exploring English as a Second Language (ESL) teachers’ cognition and practices of MALL in Malaysian primary schools. Focusing on six teachers in Sabah, Malaysia, the study adopts a multiple case study design to examine how contextual constraints shape the enactment of MALL in classrooms. The findings of this study highlight persistent structural challenges, including limited internet connectivity, large class sizes and diverse learner proficiency levels. Rather than viewing these as barriers alone, the study demonstrates how teachers actively respond to such constraints through situated professional judgement. Teachers adapt mobile tools, modify tasks and align activities with pedagogical goals, which reflects context-sensitive forms of technological, pedagogical and content knowledge (TPACK). Importantly, these practices are developed largely through experience rather than formal training. By foregrounding the interaction between teacher cognition and contextual realities, this paper contributes to ongoing discussions about the future of education, particularly in relation to educational technologies and equitable access. It argues that sustainable innovation in MALL depends not only on technological provision, but on recognising teachers’ professional agency and supporting context-responsive pedagogies. The findings offer insights for teacher education and policy, especially in preparing educators to work effectively in diverse and under-resourced settings.