This study aims to develop a comprehensive Mobile-Assisted Language Learning (MALL) framework in autonomous listening, with the goal of enhancing learner autonomy, motivation, and listening comprehension. A qualitative research approach was employed, involving a critical review of 31 articles on prevalent theories in MALL research and five on Autonomous Language Learning (ALL) research, following Barbara Kitchenham’s guidelines. Among 33 identified theories Situated Learning Theory (SLT) and Self-Determination Theory (SDT) were deemed to be the two most suitable theories for guiding mobile-assisted autonomous listening. SLT informs the design of mobile learning environments through elements such as real-world contexts, authentic activities, and social interactions, while SDT addresses learners’ psychological needs, fostering autonomy, motivation, and competence. The resulting framework synthesizes seven core elements – use of tools, real-world context, authentic activity, social interaction, autonomy, motivation, and competence – demonstrating how the integration of SLT and SDT provides a productive foundation for designing mobile-assisted autonomous listening activities. This study makes a unique contribution through its critical analysis of prior research, culminating in the first MALL framework specifically focused on autonomous listening. The framework serves as a valuable resource for educators designing effective mobile-assisted listening activities and provides future researchers with a structured foundation for advancing the field of mobile-assisted autonomous listening.