EFL Learners’ Perceptions of and Affective Engagement With Paper‐Based and Mobile‐Assisted Language Learning in Classroom Interactions

ABSTRACT Research on digital tools in English as a Foreign Language (EFL) learning has primarily centered on technology‐intensive online environments, leaving their roles in face‐to‐face classroom interactions underexplored. In particular, the emotional dimensions of learners’ engagement when instruction alternates between mobile‐ and paper‐based tasks in offline classes have received limited attention. Given the higher cognitive demands of academic literacy‐focused EFL courses, whether digital tools offer greater advantages than traditional paper‐based activities warrants further investigation. This study, informed by control‐value theory, examines students’ perceptions of and affective engagement with paper‐based and mobile‐assisted language learning (MALL) in EFL classroom interactions. One hundred and four intermediate EFL learners from six reading‐and‐writing classes—where both mobile applications and paper‐based tasks were implemented—completed a post‐activity affective engagement survey and reflected on their experiences with both activity modes. Results indicated that, compared to mobile‐assisted tasks, learners reported higher enjoyment and focus but lower anxiety when engaged in paper‐based activities. Students’ responses to open‐ended questions revealed that while mobile‐assisted tasks elicited greater excitement and interest, they also led to increased distraction. In contrast, paper‐based tasks were perceived to offer a stronger sense of authenticity, control, and sustained focus, which supported their notetaking and in‐class learning. These findings suggest that, in academic literacy‐oriented EFL contexts, a strategic integration of MALL and traditional methods may support sustained attention and foster self‐regulation through structured use of digital tools. This study provides new insights into the application of MALL in offline classrooms, emphasizing its benefits and constraints from learners’ perspectives.