The effects of a game-enhanced learning intervention on foreign language learning

Aydin S. M., ÇAKIR N.

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, vol.70, no.5, pp.1809-1841, 2022 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 70 Issue: 5
  • Publication Date: 2022
  • Doi Number: 10.1007/s11423-022-10141-9
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Periodicals Index Online, Communication Abstracts, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC, MLA - Modern Language Association Database, Psycinfo
  • Page Numbers: pp.1809-1841
  • Keywords: Game-enhanced language learning, Foreign language learning, L2 motivational self-system, PCaRD, MOTIVATIONAL SELF SYSTEM, DIGITAL GAMES, VIDEO GAMES, ENGLISH, LEARNERS, PLAY, PERCEPTIONS, JAPANESE, IMPACT, WORLD
  • Middle East Technical University Affiliated: Yes


The rich multimedia-enhanced language content offered by modern commercial off-the-shelf games and students' interest in playing such games has motivated efforts for seeking effective means to integrate them into the curriculum to enrich and enhance foreign language learning. Despite the general interest and appeal of game-enhanced learning in foreign language learning, there is a need for strategies for effective curriculum integration and empirical studies to test the effects of such interventions systematically. This study aims to contribute to this need by investigating the effectiveness of a ten-week-long game-enhanced language learning intervention on English foreign language learning. The study employed an embedded mixed methods design, including a controlled experiment and semi-structured interviews. The experiment group (n = 38) participated in a game-enhanced language learning program that was designed based on the Play Curricular activity Reflection Discussion (PCaRD) framework, whereas the control group (n = 38) received conventional instruction. Students took the TOEFL-ITP and L2 motivational self-system questionnaire before and after the intervention, whereas qualitative data were gathered via semi-structured interviews. The results indicated that both groups had significantly improved their scores, yet no significant differences were found in their post-test scores. The motivation questionnaire revealed a significant difference in cultural interest and attitudes to target community dimensions in favor of the game-enhanced condition. Moreover, the interview results indicated that participants had positive attitudes towards integrating commercial games into their language classrooms. Although the experimental group did not significantly outperform the control group, the game-enhanced intervention provided an equally effective learning experience with improved motivational attributes.