Drawing Up a Medical Syllabus by Integrating the Gamified Blended Module of L2 English Learning

Document Type : Original Article


1 PhD in TEFL, English Department, Faculty of Letters and Humanities, Shahid Chamran University of Ahvaz, Khuzestan, IR Iran

2 Associate Professor of Applied Linguistics, English Department, Faculty of Foreign Languages, University of Isfahan, Isfahan, IR Iran


Introduction Nowadays, mobile-mediated learning has become a primary concern of scholars applying the blended method of L2 teaching and learning. Meanwhile, prevailing game apps on mobile devices, namely m-games, have broadened the educators’ pedagogical outlook. In view of that, this study endeavored to compare the efficacy of team- (vs. individual) teaching on learning L2 through the medium of m-game-mediated blended learning method. Methods This quasi-experimental study embraced triangulation research design. To that end, 86 male and female students from Ahvaz JondiShapur University of Medical Sciences were selected through stratified sampling method. Afterwards, 76 students were homogenized through the application of vocabulary levels test (VLT) to learn L2 vocabulary and reading comprehension in the individual- or team-teaching situations. The instrumentation included VLT, pre-research questionnaire and interview as well as formative assessment. The reliability of the instrumentation was calculated through KR-21 method and Cronbach’s alpha. Likewise, their validity was authenticated by five TEFL experts. In addition to debriefing the participants through questionnaire and interview, tracing participants’ performance through paper-and-pencil exercises, m-games (native vs. prefabricated), and also tailor-made tests over 18 m-game-based blended sessions prepared the ground for embarking on the triangulation design. For analyzing the data, SPSS version 21 along with descriptive and inferential statistics were employed. Results In the end, the t-tests analyses showed that a range of situational and social factors were found to affect participants’ L2 learning. In the same vein, team-teaching situation was of palpable interest to participants to expedite their L2 learning via m-game-based blended module (P < 0.01). Conclusions In effect, welding native m-game into the proper pedagogical situations culminate in students’ outperformance.