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Mobile technology is believed to be able to foster the way students learn language and facilitate the teachers in their language instructional context. This article explores the reflection of teachers in EFL teaching context regarding the implementation of Mobile Assisted Language Learning (MALL). Grounded in phenomenological study through participant observation and reflective teaching practices, qualitative data analysis indicated that the implementation of MALL in EFL instructional context could foster their students- motivation in learning language. By varying individual and collaborative language learning tasks through MALL platform in the classroom, the teachers revealed their students- positive reaction. On the other side, the use of mobile technology in the language classroom tasks also reveals some hindrances to learning and teaching process. This study assumes that MALL implementation in the classroom should consider the students- access to network support, sufficient memory storage, and familiarity to the apps in their mobile. Since not all students in this study could afford to have smartphone or 24-hour network access, this study suggests that the students be engaged in collaborative tasks rather than individual projects.