<p>With the rapid advancement of mobile technology, the integration of mobile applications in education has become increasingly prevalent. Despite the growing body of research on mobile learning, many studies have focussed on quantitative assessments of technology adoption and student performance. However, less attention has been given to the lived experiences and narratives of students engaging with mobile learning tools. This study recounts the experience of ten secondary school students in learning through mobile applications. Through a narrative study method, their stories are reflected with the Technology Integration Matrix (TIM) framework to establish meaningful discussion. The findings demonstrate that mobile applications play a significant role in enhancing secondary school students’ learning experiences by fostering ubiquitous learning, drill and practise, peer discussion, and self-regulation. Through the lens of the TIM framework, students’ engagement with mobile technology largely falls within the adaptation and infusion levels, with some aspects showing potential for transformation. Mobile applications facilitate personalised, flexible, and interactive learning spaces, empowering students to take greater control over their studies. The continued reliance on teacher-directed drill and practise activities suggests that some aspects of technology use remain at the adoption stage. Future research should further investigate the role of teachers in facilitating higher levels of technology integration and long-term learning outcomes to maximise the potential of mobile learning applications for secondary education. It is also suggested to conduct comparative research across varied educational contexts to provide deeper insights into how certain learning environments shape and respond to mobile-assisted instruction.</p>