The increasing integration of mobile applications into language education has significantly impacted English as a Foreign Language (EFL) learning, particularly writing proficiency. This study examines how mobile applications influence the development of essential writing skills, including spelling, grammar, vocabulary, and composition, among EFL students. A quantitative approach was employed, utilizing pre- and post-tests alongside structured surveys to assess the writing performance of 200 intermediate-level students enrolled in English language courses in Hail, Saudi Arabia. Findings indicate substantial improvements across all writing components, with notable gains in spelling accuracy, grammatical competence, vocabulary retention, and overall composition structure. However, challenges such as over-reliance on digital tools, reduced critical thinking in writing, and distractions from mobile usage were also identified. The study recommends a balanced instructional approach that integrates mobile applications with traditional teaching strategies, fosters guided digital engagement and ensures equitable access to technology.
Keywords: EFL learning, mobile applications, student engagement, technology in education, writing proficiency
