One of the objectives of this paper is to investigate the pedagogical impact of both the mobile testing system PeLe (Norway, HiST) and the enquiry-based learning approach on language skills development in the context of mobile-assisted learning. The research aims to work out a methodological framework of PeLe implementation into the language classroom through formative assessment, immediate feedback and interactive post-test activities. The framework was developed and pilot tested in a joint research project (MobiLL) by English as a foreign language (EFL) teachers at Lomonosov Moscow State University (LMSU, Russia) and University College HiST (Norway) during two semesters of the 2013-2014 academic year. Students enrolled in a preparatory English course at LMSU were randomly assigned to 2 experimental groups and 2 control groups. Students in the experimental groups took a series of PeLe supported grammar and vocabulary tests as volunteers using handheld devices. The control groups were tested by the traditional testing method--pen and paper. The analysis based on quantitative research data demonstrated that PeLe supported language classes resulted in language skill gains. Qualitative data analysis highlighted the positive effect of mobile formative assessment and of posttest activities on learner motivation and collaboration skills. This study suggests that the use of technology was effective in engaging students in enquiry-based tasks, to produce more output in the target language. [For full proceedings, see ED564162.]