Investigating the Impact of Mobile-Assisted Metalinguistic Corrective Feedback on Iranian EFL Learners’ Grammar Proficiency: A Mixed-Methods Approach

This mixed-methods study investigated the effectiveness of Mobile-Assisted Language Learning (MALL)-oriented metalinguistic corrective feedback on grammar proficiency among 48 Iranian EFL learners. Data were collected using a grammar multiple-choice test administered as both pre-test and post-test to quantitatively assess grammatical improvement, alongside semi-structured interviews with a subset of participants to explore their perceptions of the feedback process. The study addressed the challenge of persistent grammatical inaccuracies that hinder effective communication in English and aimed to enhance language acquisition by integrating technology with explicit corrective feedback. Results from statistical analyses revealed significant improvements in grammar proficiency for learners receiving MALL-oriented metalinguistic feedback compared to those receiving conventional instruction. Qualitative findings demonstrated generally positive learner attitudes towards the convenience, interactivity, and clarity provided by the mobile-assisted feedback. These findings highlight the pedagogical potential of combining metalinguistic feedback with mobile technology in EFL education, offering practical implications for curriculum development and instructional practices.