Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This study investigates the role of mobile-assisted language learning in enhancing the writing skills of forty female intermediate-level Intensive English Program (IEP) students at an intermediate level at Kuwait University. Participants were tested using a variety of mobile applications and websites (i.e. the Microsoft Word application, an English dictionary application, and internet search engines). The researcher utilized questionnaires, observation notes, and other qualitative methods from student assignments for data collection. Results of the data analysis indicate that smartphones are indeed an effective teaching tool, with multiple positive effects on student agency. However, due to its nature and complexity, a cautious approach was used to interpret the findings of this study. The ultimate goal of the research was to compare the traditional approach to the teaching of process writing to a mobile-assisted approach. Study findings are discussed in details and options for future research are explored. Overall, results suggest that learner autonomy is improved by engaging in the writing process both inside and outside of the classroom. The results also suggest implications for increasing motivation and peer collaboration via the use of mobile technology.