Computer Game-Based Foreign Language

Learning: Its Benefits and Limitations

Blanka Klimova ✉ and Jaroslav Kacetl

( )

University of Hradec Kralove, Rokitanskeho 62, Hradec Kralove, Czech Republic

{blanka.klimova,jaroslav.kacetl}@uhk.cz

Abstract. The aim of this article is to discuss the effectiveness of computer

games in foreign language learning and highlights its advantages and disadvan‐
tages. The authors searched for available studies on this topic in the world’s data‐
bases Web of Science, Scopus, and Science Direct in the period of 2010–2017.
The findings indicate that computer game-based foreign language learning seems
to be especially effective in the vocabulary acquisition. They obviously generate
a lot of advantages, for example, contact with foreign language environment,
higher motivation for foreign language learning, or increased engagement in
foreign language communication. On the other hand, there are also disadvantages
of using technological devices in students’ learning, for instance, a lack of
students’ concentration on the vocabulary acquisition and learning, inappropriate
choice of the games which are not relevant for foreign language learning, unfa‐
miliarity of computer games among teachers, or their unwillingness and anxiety
to use them. Thus, in order to prove the effectiveness of the exploitation of
computer games in foreign language learning, more research studies with larger
subject samples should be conducted in this area.

Keywords: Games · Computers · Foreign language learning · Review

Effectiveness

1 Introduction

Currently, young people cannot imagine their life without exploiting information and
communication technologies (ICT). Therefore it is no wonder that the exploitation of
technological devices is becoming an indispensable part of their school learning.
Prensky [1] claims that young people nowadays devote most of their time to playing
computer games. He also reports that the American teenagers are able to spend one and
half hour on the Internet. In addition, on average, they spend one and half hour by playing
video games. Letchumanan and Bee Hoon [2] state that ICT and new technologies create
non-threatening learning environment, learners feel safe to practise the target language
without being embarrassed or even anxious. They add that computer games can be
downloaded and used for free. Thus, it is no surprice that the exploitation of these
computer games is becoming as common as the exploitation of traditional textbooks.
Nevertheless, it is the didactics of the use of technological devices that matters [3]. In
fact, one of the motivational strategies seems to be computer games. As Uzun [4] argues,

© Springer Nature Singapore Pte Ltd. 2018

S. K. S. Cheung et al. (Eds.): ICTE 2018, CCIS 843, pp. 26–34, 2018.
https://doi.org/10.1007/978-981-13-0008-0_3
 Computer Game-Based Foreign Language Learning 27

games can create an environment where education is mostly personalized and with a
good opportunity for socialization. Klimova [5] further extends that game is a natural
means for children to understand the world around them. Therefore, it should be part
and parcel of their learning, including the learning of foreign languages.
Findley [6] explains that game-based learning is used to teach a specific skill or attain
a specific study result. The main advantage of computer game-based learning lies in
vocabulary learning. Vasileiadou and Makrina [7] ask whether computer game-based
learning makes learning new vocabulary more enjoyable and effective and the data
collected during their research seem to confirm the hypothesis that computer-based
learning motivates learners and it is an effective means of improving their English
vocabulary.
In fact, computer game-based learning is deemed to be one of the most preferred
ways of vocabulary acquisition (e.g. [1, 7]). As Letchumanan and Bee Hoon [2] found
out, most learners preferred learning vocabulary through computer games since playing
games was interesting and fun. Moreover, authors like Ashraf et al. [8] maintain that
computer games facilitate effective vocabulary acquisition and Calvo-Ferrer’s [9] find‐
ings also support the view that computer game-based learning improves vocabulary
acquisition in the short run.
As Vasileiadou and Makrina [7] maintain, drilling activities are often applied instead
of teaching other vocabulary learning strategies. Yudintseva [10], among others,
suggests that computer game-based learning provides learners with various vocabulary
learning strategies, as well as opportunities to use the newly learned words in authentic
contexts. Concerning the vocabulary learning strategies, Caro and Mendinueta [11]
discern incidental learning suitable for proficient intermediate to advanced learners,
explicit instruction used with beginners and intermediate learners and independent
strategy where learners become autonomous.
Caro and Mendinueta [11] consider lexis as the most vital component of language
and add that limited lexical knowledge may lead learners to frustration and demotivation.
They even maintain that it is widely acknowledged that lexis is an essential component
of language acquisition. Vasileiadou and Makrina [7] agree about the importance of
vocabulary acquisition and divide factors affecting vocabulary acquisition into intra‐
lexical, which concerns e.g. pronunciation, morphology, register, or meaning, and extra‐
lexical, which are more personal like personal experience, motivation as well as learning
environment. The authors view the latter ones as more important [7].
Franciosi [12] states that computer game-based learning belongs to mainstream
foreign language teaching as it is based on meaning-focused activities that imply
performing tasks in the target language and lead to better retention of learned vocabulary.
Franciosi [12] distinguishes between output-oriented and input-oriented tasks and main‐
tains that the former facilitate word retention more effectively. The latter tasks should
require learners to do a task based on the input.
Alyaz and Genc [13] recommend implementing computer game-based learning as a
part of foreign language training curriculum but emphasize that computer games should
be divided into two categories. They distinguish commercial off-the-shelf adventure-
entertainment games and educational (or serious) games and propose considering the
latter ones for adult language learners as well as language teachers.
28 B. Klimova and J. Kacetl

As far as the language teachers are concerned, Alyaz and Genc [13] also discuss the
fact that whereas learners usually like game-based language learning, teachers’ attitudes
are considered not to be as positive as those of their students and neither are they widely
explored. Consequently, there is a lack of game-based learning pedagogy for teachers.
As Alyaz and Genc [13] conclude, should teachers experience playing computer games
on their own, they will be more open to using them in their classes.
However, so far, there has not been any consensus if the computer games have a
positive or negative impact on foreign language learning. In fact, research on the exploi‐
tation of computer games in learning is novel, but rising fast and many teachers attempt
to introduce these games in their teaching since they feel that these computer games
might be effective on their students’ learning [14]. Another pitfall is the fact that there
are also other barriers to implementing game-based learning, specifically technical,
instructional, financial and sociological [13].
The aim of this article is to discuss the effectiveness of computer games in foreign
language learning and highlights its advantages and disadvantages.

2 Methods

The authors searched for available studies on this topic in the world’s data-bases Web
of Science, Scopus, and Science Direct in the period of 2010–2017. In addition, they
analyzed and evaluated the findings in order to perform comparison of the finding the
research studies detected on the basis of the following keywords: foreign language
learning AND computer games, foreign language learning AND videogames. Figure 1
below describes the selection criteria.

study wri en
in English
interven on:
use of
computr
sample: young games in
people foreign
language
learning
period from
2010 ll
December
2017

Fig. 1. Criteria of the selection procedure (authors’ own processing)

 Computer Game-Based Foreign Language Learning 29

The authors chose as the starting point of their search the year of 2010 because until
then, already a few studies on the research topic had been published (e.g., [15, 16]).

3 Findings and Discussion

Based on the relevant reviewed studies, the findings [7–13] indicate that computer game-
based foreign language learning seems to be especially effective in the vocabulary
acquisition and learners find it motivating. Aghlahara and Tamjid [14] in their study
with 40 subjects aged 6–7 years reveal that digital games have a positive effect on
learning process since the mean score of English vocabulary test in the experimental
group was significantly higher. In this study 20 pupils were taught English vocabulary
with the help of digital computer game SHAIEx and the other half of pupils in a tradi‐
tional, face-to-face method. During one week pupils had three 90-min sessions and this
lasted for 45 days.
Furthermore, Smith et al. [17] argues that inference-based computer games result in
better learning of new vocabulary than with traditional hardcopy lists of new words.
Inferencing, i.e., determining the meaning of a new word from its context, is a key
strategy for second- and foreign-language vocabulary learning. Bado and Franklin [18]
in their study report that besides the improvement of the EFL vocabulary and knowledge,
educational videogames also enhance the development of cooperation, scaffolding, and
motivation.
However, there are also studies, which contradict with these positive results. For
instance, deHaan et al. [19] show in their research study with eighty Japanese university
students that videogames can have negative impact on students’ acquisition of English
language words. This might be caused by high interactivity of computer games, which
seems to be less supportive for learning novel words in a foreign language. This fact has
been also mentioned in the study by Yudintseva [10]. Another study by Letchumanan
and Bee Hoon [2] compared learners’ essays in terms of vocabulary richness after
exposing them to two methods of vocabulary acquisition, specifically computer vocabu‐
lary games and traditional vocabulary strategies such as dictionary and contextual clues.
The study did not find any significant difference between the essays written after the two
strategies were respectively applied.
Obviously, there are certain problems with using computer games in language class‐
rooms. As it has already been mentioned, there is not much on-going research on game-
based foreign language learning and the same applies to evaluations of using these
activities in language classrooms [19]. Moreover, as Ashraf et al. [8] claim, teachers
cannot bring games into the class without having thoroughly planned how to use them.
Aghlahara and Tamjid [14] warn teachers not to apply digital games for their own sake
as they teach students from different backgrounds with various needs and expectations.
deHaan et al. [19] maintain that not all video games are useful for language learning,
and they also strongly recommend traditional techniques like pre-teaching vocabulary
using drills and dictionary work. Even though playing video games may be a pleasant
way to learn vocabulary, it is not the best one to retain vocabulary [19, 20]. Moreover,
deHaan [20] emphasizes that effective game-based foreign language teaching and
30 B. Klimova and J. Kacetl

learning is more likely to occur if practical conclusions can be drawn from empirical
evidence and adds that language teachers and institutions must know more about
computer games to use them effectively.
In this respect, Alyaz and Genc [13] show that institutions should focus on addressing
issues like the lack of game-based learning pedagogy for teachers and aim to remove
technical, instructional, financial and sociological barriers to implementing game-based
learning. Last but not least, teachers should be aware of the fact that computer games
can be divided into off-the-shelf adventure-entertainment ones and educational ones.
Alyaz and Genc [13] turn their focus on teachers’ views of computer game-based
learning and the way how serious games may help develop their professional language
skills. The sample group consisted of 60 second year pre-service teachers of German in
Turkey. The study generated some interesting results. Most of the respondents (86.7%;
n = 52) responded that they find digital games useful for learning a foreign language.
Other findings show that the respondents’ vocabulary expanded and other language
skills were improved, too. The study also revealed that pre-service teachers older than
25 were more successful than their younger counterparts, which may be viewed as an
unexpected result. On the other hand, the sample group consisted of mainly young people
ranging between the ages of 19 and 35.
Other authors, like Letchumanan and Bee Hoon [2] claim that computer games can
easily be adapted to various age groups. Khaksari and Javanmard [21] emphasize the
need for efficient utilization of computer games and add that learners themselves regard
video games as an opportunity for facilitation of their learning skills, their sense of
curiosity, discovery, pleasure.
All in all, Alyaz and Genc [13] suggest that teachers should not be overlooked. On
the contrary, pre-service as well as practising teachers ought to be provided with oppor‐
tunities to experience computer games. It is vital for spreading the implementation of
computer game-based learning at schools.
Another author whose ideas implicitly suggest that teachers should be able to include
video games in their lessons is Gee [22]. He maintains that good video games are
beneficial in and out of classrooms not because they are games but due to the learning
principles built into them. He adds that different games exercise different skills and result
in different effects. Some of them may teach facts in a funny way whereas others exercise
recognition capacities but they do not do this all by themselves. It is important how they
are used and what sorts of wider learning activities they involve. It is therefore essential
to realize the potential of a particular game for learning and implement good games into
good learning systems in and out of classrooms.
In fact, teachers face four pedagogical challenges when using computer educational
games in their classrooms, which are as follows [23]:
• they have to direct pupils’ attention to the potential of the games and to what has to
be learnt in them;
• they have to make learners aware of the relevant contents and their learning accom‐
plishments;
• they have to establish the missing connection between the real world and the simu‐
lated game;
 Computer Game-Based Foreign Language Learning 31

• they have to encourage learners to be critical of what has to be learnt while playing
the computer game.
There were limitations of the reviewed studies in the sense that these studies involved
a small scale samples of subjects and they did not last long. Thus, their effectiveness is
slightly questionable. Furthermore, the tests conducted shortly after the interventions
generate short-term effects in terms of students’ short-term knowledge retention [24].
Furthermore, recently more and more students have been going mobile. Thus, the
computer-based language learning is shifting from the desktop computers to the mobile
devices such as smartphones, laptops, or tablets [25]. Therefore, there is an increasing
number of games which can be played both on desktops and mobile devices. One of
such popular game sis called KAHOOT. It is an interactive website that turns students’
devices (smartphones, laptops, tablets) into a student response system. Questions and
answer choices are displayed from your projector, and students are able to respond to
the questions by using by tapping or clicking on one of the answers displayed on their
device [26]. Figure 2 below provides a picture of this interactive game [27].

Fig. 2. A picture of KAHOOT platform

Figure 3 below summarizes the key advantages and disadvantages of the computer
games for foreign language learning.
32 B. Klimova and J. Kacetl

Advantages
•exposure to the target language
•increased engagement
•improvement of language skills, structures and vocabuary in par cular
•the most preferred way of vocabulary acquisi on
•various vocabulary learning strategies
•different games exercise different skills and result in different effects
•computer-aided language learning technologies will con nue to be
developed and may enhance learners' involvement in communica on

Disadvantages
•low efficacy of studies
•a lack of studies on this topic
•not all games are useful for language learning
•a lack of game-based learning pedagogy for teachers
•technical, instruc onal, financial and sociological barriers to
implemen ng game-based learning
•a lack of knowledge about computer games among language teachers
and ins tu ons hinders their proper use

Fig. 3. Key advantages and disadvantages of the computer games for foreign language learning
(authors’ own processing)

Further research in the area of the use of computer game-based foreign language
learning should focus on the other aspects (e.g., the development of productive language
skills such as speaking and writing, as well as pedagogical methods and techniques) than
just the vocabulary acquisition in foreign language learning. In addition, this research
should include longitudinal randomized controlled studies.
Of course, there are certain limitations of this article such as a relatively small number
found on the research topic. In addition, the studies use different methodological
approaches to the solved issue, which may consequently cause the overestimated impact
 Computer Game-Based Foreign Language Learning 33

of the results and thus it may have a negative effect on the validity of the selected research
studies [28].

4 Conclusion

The findings indicate that computer game-based foreign language learning appears to
be especially effective in the vocabulary acquisition. They obviously generate a lot of
advantages, for example, contact with foreign language environment, higher motivation
for foreign language learning, or increased engagement in foreign language communi‐
cation. On the other hand, there are also certain disadvantages of using technological
devices in students’ learning, for instance, a lack of students’ concentration on the
vocabulary acquisition and learning, inappropriate choice of the games which are not
relevant for foreign language learning, unfamiliarity of computer games among teachers,
or their unwillingness and anxiety to use them. Thus, in order to prove the effective-ness
of the exploitation of computer games in foreign language learning, more research
studies with larger subject samples should be conducted in this area.

Acknowledgments. This article is supported by SPEV project 2018, run at the Faculty of
Informatics and Management, University of Hradec Kralove, Czech Republic. The authors
especially thank Josef Toman for his help with data processing.

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