RPG as a Tool for English Learning: Students' Perception of "Genshin Impact"

This study investigated the role-playing game, Genshin Impact, as a tool for English language learning. Students’ perceptions of enjoyment, interaction, and gender differences in relation to perceived English acquisition are the focus of the study. Krashen’s Theory of Second Language Acquisition is used in the study to explore how gameplay can support language learning by tackling problems such as the limited engagement in traditional English teaching methods, the unstructured nature of incidental learning, and possible gender inequalities in game-based learning outcomes. A correlational research design was conducted on 86 students from selected private and public universities who actively played Genshin Impact. A 25-item Likert-scale questionnaire was distributed in the data collection stage and Pearson Correlation and Independent Samples T-Test in SPSS were used to analyse the data. Findings revealed significant positive relationships between enjoyment, interaction, and perceived English acquisition, while gender differences were not statistically significant. Based on these results, it can be said that Genshin Impact offers an engaging and inclusive environment for language learning, thus integrating structured game-based activities can increase learning motivation and competency in communication. It can be implied that RPGs have the potential to complement formal instruction. Adopting longitudinal and methodological triangulation approaches in exploring sustained learning outcomes and skill-specific impacts should be done in future research.

Genshin Impact, gameplay, English acquisition, language learning

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