The Impact of Gaming on English Language Learning Among University Students

Video games have become one of the world’s most popular forms of entertainment, attracting many people including teenagers and young adults. However, there has been a lack of research regarding video game usage in language learning among university students particularly UiTM students. This study aims to investigate the impact of video games on learning the English language among university students specifically targeting LG240 students from Universiti Teknologi MARA (UiTM), Shah Alam. The study used a quantitative method through an online questionnaire that was distributed to 54 students. The study aims to identify the video game genres that help improve English proficiency, students’ attitudes in learning English using games and their relationship. The findings showed that video game genres have no significance in improving language proficiency. However, students portrayed positive attitudes after playing video games, therefore, motivation and enjoyment are strongly related to students’ perception of language improvement. Despite this, distinct analysis methods are suggested to be used in future studies in order to strengthen the findings.

(video games, language, learning, perception, motivation)

1. Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning Process with Game-Based Learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552.https://eric.ed.gov/?id=EJ1311472 [Google Scholar] [Crossref]

2. Collins, J. (2007). Statistical concepts for the behavioral sciences. Mahwah, NJ: Lawrence Erlbaum Associates. [Google Scholar] [Crossref]

3. Gill, S. K. (2002). Language policy and planning in Malaysia: Managing English–Malay relations in a globalized world. Current Issues in Language Planning, 3(4), 405–423. https://doi.org/10.1080/14664200208668043 [Google Scholar] [Crossref]

4. Hai, N. T. (2022). The effects of games on learning English grammar of tenth graders at Dien Hai High School, Bac Lieu Province, Vietnam. European Journal of Applied Linguistics Studies, 5(1), 1–12. https://doi.org/10.46827/ejae.v5i1.1234 [Google Scholar] [Crossref]

5. He, W. (2023). The influence of online games in English language learning. Journal of Education, Humanities and Social Sciences. 22. 264-270.https://doi.org/10.54097/ehss.v22i.12433. [Google Scholar] [Crossref]

6. Al-Jamili, O., Aziz, M., Mohammed, F., Almogahed, A., & Alawadhi, A. (2024). Evaluating the efficacy of computer games-based learning intervention in enhancing English speaking proficiency. Heliyon, 10(16), e36440. https://doi.org/10.1016/j.heliyon.2024.e36440 [Google Scholar] [Crossref]

7. Hellerstedt, A., & Mozelius, P. (2018). From Comenius to Counter-Strike: 400 years of game-based learning as a didactic foundation. Proceedings of the 12th European Conference on Games Based Learning. [Google Scholar] [Crossref]

8. Khasawneh, M. A. S. (2024). Investigating the use of video gaming technologies in enhancing language skills of FL students. Research Journal in Advanced Humanities, 5(2).https://doi.org/10.58256/6qmtcj38 [Google Scholar] [Crossref]

9. Komala, A. S., & Rifai, I. (2021). The impacts of The Cherry Orchard video game on players’ reading comprehension. Procedia Computer Science, 179, 368–374.https://doi.org/10.1016/j.procs.2021.01.018 [Google Scholar] [Crossref]

10. Krashen, S.D (2013). Second language acquisition: Theory, Applications, and Some Conjectures. Cambridge University Press.https://www.sdkrashen.com/content/articles/krashen_sla.pdf [Google Scholar] [Crossref]

11. Li, Y., Chen, D., & Deng, X. (2024). The impact of digital educational games on student’s motivation for learning: The mediating effect of learning engagement and the moderating effect of the digital environment. PLOS ONE, 19(1), e0294350. https://doi.org/10.1371/journal.pone.0294350 [Google Scholar] [Crossref]

12. Liu, F., Vadivel, B., Rezvani, E. and Namaziandost, E. (2021). Using games to promote English as a foreign language learners’ willingness to communicate: Potential effects and teachers’ attitude in focus. Frontiers in Psychology, 12,762447. https://doi.org/10.3389/fpsyg.2021.762447 [Google Scholar] [Crossref]

13. Marsa, S. S., Kuspiyah, H. R., & Agustina, E.(2021). The effect of Kahoot! game to teaching reading comprehension achievement. Journal of English Teaching, 7(2), 133–149.https://eric.ed.gov/?id=EJ1300238 [Google Scholar] [Crossref]

14. Munther, M., Zyoud, M. M., Tahani, R. K., & Dweikat, K. (2024, April 8). Quantitative Research Methods: Maximizing Benefits, Addressing Limitations, and Advancing Methodological frontiers. ResearchGate. https://www.researchgate.net/publication/379655878_Quantitative_Research_Methods_Maximizing_Benefits_Addressing_Limitations_and_Advancing_Methodological_Frontiers [Google Scholar] [Crossref]

15. Nor Hashimah, J. (2008). Language and nationhood: Language policy in Malaysia. Bangi: Universiti Kebangsaan Malaysia Press. [Google Scholar] [Crossref]

16. Rajendran, M., Ray, M., Ilangovan, A., Chokkalingam, V. K., & Singh, A. B. (2024). Commercial games for developing English language skills: A systematic literature review. Language Teaching Research Quarterly, 45, 57-85. https://doi.org/10.32038/ltrq.2024.45.04 [Google Scholar] [Crossref]

17. Research and Markets. (2024, March 14). Southeast Asia gaming—Market share analysis, industry trends & statistics, growth forecasts 2019–2029. GlobeNewswire. https://www.globenewswire.com/ [Google Scholar] [Crossref]

18. Soyoof, Ali & Mclay, K. (2019). The Impact of video game intervention on reducing stress and enhancing language achievement and communication skills. International Journal of Pedagogies and Learning. 14, 45-58. https://www.researchgate.net/publication/338216416_THE_IMPACT_OF_VIDEO_GAME_INTERVENTION_ON_REDUCING_STRESS_AND_ENHANCING_LANGUAGE_ACHIEVEMENT_AND_COMMUNICATION_SKILLS [Google Scholar] [Crossref]

19. Toufik, G. M., & Hanane, S. (2021). Investigating the potential of online video games in enhancing EFL learners’ communication skills. Universal Journal of Educational Research, 9(2), 292–298. https://doi.org/10.13189/ujer.2021.090205 [Google Scholar] [Crossref]

20. Vnucko, G., Kralova, Z., & Tirpakova, A. (2024). Exploring the Relationship Between Digital Gaming, Language Attitudes, and Academic Success in EFL University Students. Heliyon, e33301. https://doi.org/10.1016/j.heliyon.2024.e33301 [Google Scholar] [Crossref]

21. Yudha, H. T. & Mandasari, B. (2021). The analysis of game usage for senior high school students to improve their vocabulary mastery. Journal of English Language Teaching and Learning, 2(2), 74-79. https://doi.org/10.33365/jeltl.v2i2.1329 [Google Scholar] [Crossref]

22. Yudintseva, A. (2015). Synthesis of research on video games for the four second language skills and vocabulary practice. Open Journal of Social Sciences, 3, 81–98. https://doi.org/10.4236/jss.2015.311011 [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study