Identifying barriers faced by university EFL instructors in integrating mobile-assisted language learning

The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted learning (MALL) into their teaching, and explore how these are influenced instructors’ background characteristics. To assess variables, survey questionnaire was developed administered sample of 350 instructors. Additionally, interviews were conducted with subset complement clarify quantitative data. findings indicated that EFL encountered moderate integrating MALL teaching practices. Furthermore, identified significant differences in experienced based on amount time dedicated daily basis. Both qualitative data highlighted importance critical factor for successful integration. As recommendation, it is advised administrators consider reducing workload facilitate seamless integration MALL.