The integration of multimedia would enable teachers to take maximum advantage of technology to educate nonnative students regarding Arabic language proficiency. Multimedia teaching has many benefits compared to the conventional teaching model, where we differentiate by incorporating multimedia which makes Arabic classes more energetic, vibrant and interesting. However, the significant impact of multimedia learning could be different toward gender as their interest and preference could be differ. Therefore, this study aims to investigate gender differences in learning Arabic language proficiency via M-learning among Malaysia university students. This study is a pre-test and post-test quasi experimental study which comprises of 84 males and 189 females in treatment group; and 197 students in control groups. All of the participants are lower beginner Arabic language learners from four universities in peninsular Malaysia which were selected through stratified random sampling technique. The findings revealed that male learners received substantially greater adjusted average scores on the performance test versus females using the same courses. Noticeable correlations between M-learning modes and gender on achievement have been established. In regards, the concepts of M-Learning must be taken into account when developing online learning syllabuses in order to facilitate Arabic language learning. The findings of this study will help lecturers to improve their teaching practices in this era of technology advancement and provide a consideration on gender differences of the preference towards mobile learning practice.