Saeed Khazaie - Corresponding Author: PhD in TEFL, English Department, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Khuzestan, Iran
Hossein Vahid Dastjerdi - Associate Professor of Applied Linguistics, English Department, Faculty of Foreign Languages, University ofIsfahan, Isfahan, Iran

Introduction: Nowadays, mobile-mediated learning has become a primary concern ofscholars applying the blended method of L2 teaching and learning. Meanwhile,prevailing game apps on mobile devices, namely m-games, have broadened theeducators' pedagogical outlook. In view of that, this study endeavored to compare theefficacy of team- (vs. individual) teaching on learning L2 through the medium of mgame-mediated blended learning method.Methods: This quasi-experimental study embraced triangulation research design. Tothat end, 86 male and female students from Ahvaz JondiShapur University of MedicalSciences were selected through stratified sampling method. Afterwards, 76 studentswere homogenized through the application of Vocabulary Levels Test (VLT) to learnL2 vocabulary and reading comprehension in the individual- or team-teachingsituations. The instrumentation included VLT, pre-research questionnaire andinterview as well as formative assessment. The reliability of the instrumentation wascalculated through KR-21 method and Cronbach's alpha. Likewise, their validity wasauthenticated by five TEFL experts. In addition to debriefing the participants throughquestionnaire and interview, tracing participants' performance through paper-andpencilexercises, m-games (native vs. prefabricated), and also tailor-made tests over18 m-game-based blended sessions prepared the ground for embarking on thetriangulation design. For analyzing the data, SPSS version 21 along with descriptiveand inferential statistics were employed.Results: In the end, the t-tests analyses showed that a range of situational and socialfactors were found to affect participants' L2 learning. In the same vein, team-teachingsituation was of palpable interest to participants to expedite their L2 learning via mgame-based blended module (p < 0.01).Conclusion: In effect, welding native m-game into the proper pedagogical situationsculminate in students' outperformance.

Cell Phones, Game, Language, Learning, Reading, Vocabulary