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This study examines the effectiveness of Telegram as a supplementary mobile-assisted language learning (MALL) tool for enhancing English language skills among first-level business management students at the University of Science and Technology, Aden. A mixed-methods design was employed, integrating quantitative data from a structured questionnaire (N = 52) with qualitative insights from semi-structured interviews (n = 10). Descriptive statistics revealed substantial perceived improvement in vocabulary, writing, and speaking, reflecting Telegram's strengths in supporting multimodal interaction, peer communication, and repeated exposure to learning materials. Students also reported high levels of satisfaction with the platform's flexibility, accessibility, and interactive features. Qualitative findings further indicated that Telegram increased motivation and provided a low-pressure environment for language practice. However, challenges such as limited internet connectivity, distractions from non-academic content, and inconsistent instructional structure hindered optimal learning experiences. These constraints reflect broader infrastructural conditions within the Yemeni higher-education context. The study concludes that Telegram offers a practical, low-cost, and pedagogically valuable tool for EFL instruction, particularly in resource-constrained environments, provided that activities are intentionally designed and supported by appropriate teacher guidance. The findings contribute localized empirical evidence to MALL research and highlight implications for English instructors, curriculum designers, and policymakers in Yemen.