This study investigates the impact of mobile-assisted project-based learning (MALL-PBL) on the speaking skills of Moroccan secondary school EFL students. A true experimental study was conducted with 91 students randomly assigned to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester, while the first control group was taught through project-based learning (PBL), and the second control group through traditional teaching. Two instruments were used: a speaking pre- and post-test to evaluate oral proficiency and a 5-Likert scale survey to assess participants' attitudes toward the implementation. The results showed that instruction through mobile-assisted projects was significantly more effective than PBL and conventional teaching in enhancing students' overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The attitude post-questionnaire revealed a very high positive perception of the participants toward the implementation. These findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners' speaking performance. The study found that students taught through mobile-assisted projects scored significantly higher than those in the PBL and ECRIF groups. The experimental group showed noticeable enhancement in all four targeted sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. While conventional teaching did not affect students' speaking skills, teaching through PBL helped develop students' lexical resource and grammatical knowledge but did not improve their fluency and pronunciation. Implementing mobile-assisted projects was the potential framework for enhancing EFL learners' overall speaking performance and sub-skills. The findings also indicate that students had a very high level of agreement toward the implementation of mobile-assisted projects, with a mean score of 4.4435 on the 5-Likert scale. Students believed that these projects provided them with various learning tools to practice speaking, helped them practice speaking anytime and anywhere, and enhanced their motivation, autonomous learning, engagement, creativity, and confidence. The overall mean of students' perceived effectiveness of mobile-assisted projects in enhancing speaking skills was 4.3790, with participants admitting that mobile-assisted projects improved their overall speaking performance, boosted their fluency, and enhanced pronunciation. The study's findings agree with previous studies' results proving the effectiveness of mobile-assisted language learning applications in improving learners' speaking skills. The findings also support the positive attitudes of learners toward MALL implementation in EFL speaking classes. The study concludes that combining MALL with PBL is an effective and innovative mode of instruction in enhancing EFL learners' speaking performance.This study investigates the impact of mobile-assisted project-based learning (MALL-PBL) on the speaking skills of Moroccan secondary school EFL students. A true experimental study was conducted with 91 students randomly assigned to one experimental group and two control groups. The experimental group received instruction through mobile-assisted projects over one semester, while the first control group was taught through project-based learning (PBL), and the second control group through traditional teaching. Two instruments were used: a speaking pre- and post-test to evaluate oral proficiency and a 5-Likert scale survey to assess participants' attitudes toward the implementation. The results showed that instruction through mobile-assisted projects was significantly more effective than PBL and conventional teaching in enhancing students' overall speaking performance and sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. The attitude post-questionnaire revealed a very high positive perception of the participants toward the implementation. These findings confirm the pedagogical role of combining MALL with PBL as an innovative mode of instruction in enhancing EFL learners' speaking performance. The study found that students taught through mobile-assisted projects scored significantly higher than those in the PBL and ECRIF groups. The experimental group showed noticeable enhancement in all four targeted sub-skills: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. While conventional teaching did not affect students' speaking skills, teaching through PBL helped develop students' lexical resource and grammatical knowledge but did not improve their fluency and pronunciation. Implementing mobile-assisted projects was the potential framework for enhancing EFL learners' overall speaking performance and sub-skills. The findings also indicate that students had a very high level of agreement toward the implementation of mobile-assisted projects, with a mean score of 4.4435 on the 5-Likert scale. Students believed that these projects provided them with various learning tools to practice speaking, helped them practice speaking anytime and anywhere, and enhanced their motivation, autonomous learning, engagement, creativity, and confidence. The overall mean of students' perceived effectiveness of mobile-assisted projects in enhancing speaking skills was 4.3790, with participants admitting that mobile-assisted projects improved their overall speaking performance, boosted their fluency, and enhanced pronunciation. The study's findings agree with previous studies' results proving the effectiveness of mobile-assisted language learning applications in improving learners' speaking skills. The findings also support the positive attitudes of learners toward MALL implementation in EFL speaking classes. The study concludes that combining MALL with PBL is an effective and innovative mode of instruction in enhancing EFL learners' speaking performance.