Transforming English Language Learning: The Role of Mobile Applications in Enhancing Skills Among Undergraduates at Thamar University, Yemen

English language acquisition is vital for academic and professional advancement in non-English-speaking countries. Traditional classroom-based English instruction in Yemeni universities is often constrained by limited resources, prompting the investigation of alternative pedagogical approaches. The literature on Mobile-Assisted Language Learning (MALL) indicates its effectiveness as a communicative tool for enhancing English language learning through mobile applications. This study examines the perceived impact of mobile applications on English language learning outcomes among undergraduate students of English at Thamar University in Yemen. The study employed a quantitative research design, using a structured questionnaire administered to 103 students from the colleges of Arts and Education, which demonstrated strong internal consistency (Cronbach’s alpha = 0.908). Statistical analysis (descriptive statistics, t-tests, ANOVA) revealed a clear consensus: 78.6% of participants either ‘agreed’ or ‘strongly agreed’ that their knowledge of English language proficiency improved due to mobile learning applications. A significant gender effect was observed, with female participants reporting higher perceived benefits. Likewise, the results showed that participants from the College of Education perceived a significantly greater impact than their peers from the College of Arts. However, variables such as age, academic level, or app usage frequency did not show significant differences. The study suggests that integrating MALL into the curriculum could be highly beneficial for overcoming resource constraints and improving learning outcomes. Future research should explore the comparative effects of specific applications and their long-term impact in resource-constrained contexts.