This study examines the effects of the pedagogical use of an interactive mobile digital game, Prêt à Négocier (PàN), on improving learners' pronunciation of French as a Second Language (FSL), using three holistic measures: comprehensibility, fluency, and overall pronunciation. Two groups of FSL learners engaged in different types of game-playing over one month: while the experimental group played PàN, the control group engaged in paper-based gamified information gap activities. Following a pre-test/post-test research design, our findings revealed no statistically significant differences between the two groups. [For the complete volume, see ED578177.]