This was identified from the trainees' level of fluency performance which significantly improved after receiving the mobile-based instructional treatments, so their speaking in the English language revealed some hesitation and fluency difficulties to pronounce words and expressions in the language that was rated to be fluency performance level 3 which was initially estimated to be fluency performance level 1 and level 2.

Eventually, the conclusions and the pedagogical implications of this research were explained. In addition, the outcomes showed that two EGs performed similarly on their speaking posttests. e results revealed that two experimental groups (EGs) had better performances than the CG on the speaking posttest. e collected data were analyzed using the one-way ANOVA test. After teaching the conversations, a speaking posttest was administered to all groups to compare their performances after the treatment.

e third group, considered the control group (CG), was instructed on the conversations in a traditional classroom. One group was taught ten conversations from Family and Friends Book 5 using the Duolingo application, and the other group was taught the same conversations using the WhatsApp application. After that, all groups took the speaking pretest and then received the treatment. To fulfill this objective, three groups of Iranian intermediate EFL learners were selected as the participants of this research. Regarding the importance of using MALL in learning English, this study aimed to investigate the effects of Duolingo and WhatsApp applications on developing the speaking accuracy and fluency of Iranian EFL learners.

Duolingo speaking