This paper explores English language teachers’ perceptions of mobile applications and challenges in using them. The study uses data from 10 English languages teachers working in secondary schools and universities in Kazakhstan. Thematic analysis is employed. The findings suggest that teachers value availability and student engagement offered by mobile apps. The challenges of using mobile apps tend to be beyond teachers’ control and include internet issues or lack of equipment. Policy implications for teacher training and professional development are discussed.

The study aims to explore Kazakhstani English language teachers’ attitudes towards mobile applications, their experiences, and challenges in using them. Semi-structured interviews were conducted with 20 EFL teachers who work in private and public secondary schools and universities in Kazakhstan. Thematic analysis of the data suggested that EFL teachers’ views on teaching English with the help of mobile language learning applications are overall positive. The data revealed that the EFL teachers use various mobile applications in teaching English. The findings suggest that the EFL teachers value availability and student engagement offered by mobile apps. The challenges of using mobile apps tend to be beyond teachers’ control and include internet issues or lack of equipment. Policy implications for teacher training and professional development are discussed.