Abstarct: This study investigates the effect of educational language learning applications, specifically Duolingo, on enhancing motivation and language proficiency among Iraqi EFL learners at the primary school level. Grounded in Mobile-Assisted Language Learning (MALL) and contemporary motivational theories, the study adopted a mixed-methods quasi-experimental design. Seventy lower-intermediate proficiency students from a private school in Basra, Iraq, were randomly assigned to either an experimental group or a control group. The experimental group used the Duolingo application for six sessions, while the control group received traditional classroom instruction. Data were collected using the Oxford Placement Test, a validated motivation questionnaire, and pre- and post-tests assessing vocabulary, grammar, and reading skills. Quantitative data were analyzed using paired-samples and independent-samples t-tests, while qualitative data were examined through thematic analysis. The findings revealed that the use of Duolingo significantly improved students’ motivation and language learning outcomes compared to traditional teaching methods. Participants in the experimental group demonstrated higher levels of engagement, enjoyment, and persistence, primarily attributed to the app’s gamified and interactive features. Although Mobile-Assisted Language Learning received positive feedback from both students and teachers, challenges such as limited time and technical constraints were also noted. This study contributes to the limited body of research on MALL in the Iraqi educational context and highlights the potential of mobile language applications for young EFL learners.