Digital Gaming and Incidental Learning of English: Students’ Perspective

Abstract

The existence of digital games can provide challenges and benefits. This study explores students’ perception on the benefits of playing games for incidental English as a Foreign Language (EFL) learning. The main focus is on EFL learning that is unintentionally acquired from digital games used in non-classroom or independent settings. Three high school students participated in in-depth interviews using a descriptive qualitative approach to explore their perceptions how digital games contributes to the unplanned acquisition of English language skills particularly listening, speaking, reading, and writing. The interview results were transcribed and then analyzed based on incidental learning outside classroom that happened while they were playing digital games, especially in the listening, speaking, reading and writing aspect. The results show that playing digital games supports incidental learning of English in the listening, speaking, reading and writing aspect. In learning listening, students got facilitated by actively listening to and processing voice chat with other players. In terms of speaking, Roblox helps students develop their speaking skills by actively responding to interactions through voice chat and trying to understand what other players are saying. Writing aspects shows the chat box feature helped them get used to writing and interacting in English. Lastly, reading aspects shows that students are encouraged to actively read and understand text messages from other players as they need to understand instructions from other players. Based on research findings, digital games have potential as powerful language learning tools, but their potential varies greatly depending on the individual.