This study was carried out to explore the effects of a mobile application on the learning of L2 grammar and vocabulary among Iranian intermediate EFL learners. In this research study, the target population comprised 30 male and female EFL learners who were identified at the intermediate level of language proficiency based on their performance scores on a sample copy of the Oxford Solutions Placement Test (OSPT). The participants were selected from among 40 learners who were studying EFL at Talk English Institute in Rasht, Iran. Using a digital randomizer called Super Cool Random Number Generator, the final pool of qualified participants was randomly assigned into two groups of experimental and control, each consisting of 15 learners. Next, the experimental group received treatment on their English vocabulary and grammar during a four-week period where they were assigned to learn 20 grammar and 20 vocabulary items by playing games through a mobile educational game called Elevate. The control group, on the other hand, received treatment on the same L2 grammar and vocabulary items through a conventional method (i.e., teacher-fronted instruction). Analysis of the scores obtained on a post-intervention measure of L2 grammar and vocabulary knowledge revealed that both groups made significant progress over the course of the experiment; however, the experimental group performed significantly better than those who were trained using the conventional method. The results carry the implications that mobile applications provide a more felicitous condition for expanding learners’ L2 grammar and vocabulary repertoire.
