摘要：This study aimed to investigate the effectiveness of MALL (Mobile Assisted Language Learning) in motivating as well as developing Iranian middle school students' English grammar. To achieve this aim, the researcher adopted the experimental approach and employed a sample consisting of (70) EFL male learners studying at Shahid Mostafa Khomeini Secondary School for Boys in Varamin. The researcher randomly chose two eleventh grade classes out of the six classes in the school and randomly assigned one class consisting of (35) students as an experimental group and the other consisting of (35) students as a control group. The traditional method was used in teaching the control group; while the Mobile Assisted Language Learning was used with the experimental one in the first term of the school year (2019-2020). The collected data were analyzed and treated statistically using a T-test to identify the direction of the effectiveness. The findings of the study revealed that there were statistically significant differences in learning English grammar between both groups in favor of the experimental group. This could be attributed to using MALL in teaching the experimental group. Furthermore, there were statistically significant differences in favor of the experimental group in the post-application of the motivation scale. Based on the findings, the study recommends the necessity of implementing Mobile Assisted Language Learning in teaching and learning English grammar to bring about better outcomes in the Iranian students’ achievements.
