Abstract

This study presents and discusses results from an EFL second language literature program in which the
instructional design included a team teaching scheme, blended learning practice, and computer-mediated
peer-interaction. The team teaching plan used a Mandarin speaking English teacher and a Native
English-speaking teacher collaborating and interacting via the Internet. In order to assist second language
learners in in-depth textual understanding, videos presenting cultural perspective as well as multimedia
glossaries were created as digital learning materials. An online forum was created using social media including
Facebook and a conventional blog for the learners. Qualitative data was collected from interviews and from the
Facebook/blog comments written by participants. Interview findings showed that participants of the program
found the instructional design to be beneficial, including the team-teaching structure, the digital learning
materials offered via the video, and online peer-interaction. Four primary themes and four additional secondary
themes emerged in the student’s online written discussion. Conclusions and recommendations for practice are
presented.

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