Abstract: This paper focuses on the affordances of mobile learning on adult learners’ English language learning. The theoretical framework for this study is formed from the perspectives of social interactionist theory and computer-assisted language learning (Chapelle, 2009), affective filter hypothesis (Krashen, 1982), and mobile learning theories (Crompton, 2015). A rubric to evaluate selected mobile apps geared towards adult learners was built and the evaluation of the selected apps with this rubric is conducted. The result of this study contributes to the literature of mobile learning targeting adult learners, and it would also broaden the understanding of integrating mobile learning into English Language Learning classes.