<![CDATA[Purpose – This study investigates the perceptions of Higher Secondary Certificate (HSC) students in Bangladesh toward grammar-focused mobile applications, addressing the gap in research on secondary-level learners and grammar-specific mobile learning within diverse geographical contexts. Methods – A mixed-method exploratory design was employed involving 50 students from 16 colleges across 16 districts representing all 8 divisions of Bangladesh. Quantitative data were collected באמצעות a structured questionnaire and analyzed descriptive statistics, while qualitative insights were obtained from semi-structured interviews with 10 participants and analyzed thematically. Findings – The results indicate generally positive perceptions toward grammar apps, with 78% of students agreeing that apps enhance engagement and 72% reporting increased motivation. Interactive exercises (86%), user interface (80%), and feedback (76%) were identified as the most helpful features. However, limitations include insufficient explanatory depth, limited contextual examples (only 60% rated as helpful), dependence on internet connectivity, and tendencies toward over-reliance on automated correction. Students also reported improved confidence in grammar application, particularly in writing tasks. Research implications – The study is limited by its small purposive sample, reliance on self-reported perceptions, and absence of formal reliability measures, which restrict generalizability. Nonetheless, it highlights the need for integrating mobile applications as supplementary tools alongside explicit instruction, particularly in resource-variable contexts. Originality – This study contributes a nationwide exploratory perspective on grammar-focused mobile learning among HSC students, emphasizing the intersection of usability, learner autonomy, and infrastructural inequality. It provides direction for future research to examine longitudinal impacts on writing performance and grammar acquisition.]]>
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