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.