The Efficacy of Mobile Learning Platforms for English Language Acquisition Among Libyan Youth: A Qualitative Exploration

This qualitative study investigated the lived experiences and perceptions of Libyan youth regarding the efficacy of mobile learning platforms for English language acquisition. In a context marked by limited traditional educational resources and increasing digital penetration, mobile learning presents a potentially transformative avenue for language education. Utilizing a phenomenological approach, this research conducted semi-structured interviews with 20 Libyan university students aged 18-25 who actively use mobile applications for English learning. Data were analyzed through thematic analysis following Braun and Clarke's (2006) framework. Four central themes emerged: (1) Accessibility as Liberation from Structural Limitations, (2) Gamified Engagement versus Sustainable Learning, (3) The Authenticity Paradox in Digital Communication, and (4) Self-Regulation Challenges in Informal Learning Environments. Findings revealed that while mobile platforms significantly enhanced access to language resources and fostered initial motivation through gamification, participants struggled with maintaining consistent learning habits, discerning quality content, and transferring digital skills to real-world communication. The study concludes that mobile learning's efficacy in Libya is mediated by digital literacy, self-regulation capacity, and the ability to bridge the gap between platform based practice and authentic language use. Practical implications include recommendations for blended learning approaches, digital literacy integration, and culturally responsive platform design tailored to the Libyan educational context.