This study reports the integrated findings of a mixed-methods sequential explanatory study that investigated the feasibility and effectiveness of mobile-based writing tools (MBWTs) as well as gender differences that emerged from these learning effects in the narrative writing skills of a group of sixth to seventh grade Latinx English Learners (ELs). Situated in a mobile-assisted funds-of-knowledge-featured instructional framework, 26 ELs completed five funds-of-knowledge-featured narrative essays in ten weeks operating under a switching-replications quasi-experimental design. Results revealed a statistically significant effect of the MBWT on the development of the ELs' writing skills. The effect of the MBWT on writing performance was stronger for males than females. Potential factors that influenced the integrated learning and gender effects were explored as well.