This study investigated the role-playing game, Genshin Impact, as a tool for English language learning.

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.

language learning also contributes to the improvement of the players' grammar and pronunciation (Winaldo &

Oktaviani, 2022). The game environment becomes a place where language is learned in the context of use and

repeated exposure. As such, gaming can be an informal but conducive environment to learn language.

The Co-Op Mode, a popular social component in Genshin Impact, enables players to join and play with other

players from the same server, in completing challenges, discovering the world, and defeating enemies. This

feature promotes engagement and teamwork, aspects which could result in meaningful interaction in English

among players. Participants make plans, exchange items, and form relationships through voice or text chat.

These dialogues frequently reflect conversational patterns, useful for language exercises (Azizah & Warni,

2024). As a result, cooperative play not only helps establish social relationships but also offers a dynamic

setting for increasing language competence.

enjoyment and motivation for learning. Studies indicate that low levels of engagement in language classes

become detrimental to retention and the development of long-term abilities, particularly where language

learners are passive recipients of knowledge rather than active participants (Mariappan, 2023). The lack of

meaningful engagement may cause students to perceive learning English as a chore rather than an opportunity

for growth.

Although students nowadays have ample chances to use English in authentic situations (media, online

platforms, games), most of these opportunities are incidental rather than planned. Incidental learning can be

powerful, but without structure, it may lead to uneven skill development and missed opportunities for deeper

understanding. Learners may acquire vocabulary or expressions without understanding exactly how to use

benefits of such tools, with language learning contexts with no exception. This becomes a cause for concern

regarding inclusivity and fairness, as certain learners may be inadvertently disadvantaged by the design or

delivery of game-based learning experiences.

Collectively, the identified challenges serve to highlight a need for bridging structured, engaging, and equitable

paths for learning English through digital games. Although it has been found that traditional methods lack

engagement, incidental opportunities lack structure, and gender disparities risk inequity, little has been

published on exploring how a well-established RPG such as Genshin Impact can simultaneously tackle all

three issues. This is the gap that this study aims to fill by discovering how students perceive the game as a tool

for English language learning, taking into consideration aspects of engagement, structure, and inclusivity.

The study will answer the following research questions:

Developed in the late 1970s and early 1980s, the Second Language Acquisition theory by Stephen Krashen has

greatly influenced modern language teaching approaches. The theory has outlined five key hypotheses: the

Acquisition–Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Input Hypothesis, and

Affective Filter Hypothesis. They posit that language is best acquired through meaningful, comprehensible

input in low-stress environments rather than through rote memorisation.

environments, noting its applicability to digital media and game-based learning (Krashen, 1982; 2022; Bakan

et al., 2022). These suggest that online games can serve as informal yet powerful spaces for language

enjoyment and interaction can drive English learning in a naturalistic manner.

Finally, integrating this theory into the analysis of Genshin Impact not only grounds the research in the

theory’s principles but also highlights the game’s potential as a structured yet enjoyable learning tool.

Research on digital game enjoyment highlights that online games are particularly engaging. For instance,

In another study by Nadeem et al. (2023), who compared traditional online quizzes with gamified quizzes

found that the gamified version significantly enhanced enjoyment, particularly among female students. The

inclusion of leader boards and competitive elements boosted engagement for some learners but discouraged

others who preferred collaborative play. In a more interesting study, Nguyen et al. (2023) surveyed 333

students and reported that gender-typed traits, rather than binary gender, were more predictive of game

preferences. In other words, traits were better predictors of what kinds of games students liked than simply

whether they were male or female. These suggest that gender did not makeup the main determinant of the

enjoyment factor.

Many studies, particularly in the gamification context, have demonstrated that players benefited in terms of

language learning and language acquisition. Among them was Pinter et al. (2024), who investigated language

learning “in the wild” by observing 60 children aged between 9 and 12 who played online games in English

increased motivation and positive attitudes toward English learning, particularly when tasks were designed to

mimic real-life communication. They also highlight that the novelty effect of gamification can fade, reducing

its long-term impact. Hence, although games like Genshin Impact are deemed as language-powerful tools, the

There are studies on gamification and gender differences, but they are relatively few and often not focused

Baker et al. (2024) examined gender differences in digital learning games. They found that female students

“gamed the system” less often than male students, leading to better learning outcomes in self-explanation

tasks. Additionally, Richey et al. (2024) conducted a 2x2 experimental study with 240 students to explore the

role of self-explanation prompts in game-based learning. While no significant gender differences were found in

post-test scores, the study revealed that design features could influence engagement patterns differently for

male and female players. This underscores the importance of inclusive design in educational games to ensure

equitable learning opportunities. Addressing these differences is crucial when evaluating Genshin Impact as a

language learning tool, as gendered engagement patterns may affect perceived acquisition outcome.

in Krashen’s theory. It also recognises that game-based environments can provide both structured and

incidental learning opportunities, which may influence learners differently depending on their engagement

patterns.

The arrows in the diagram shows the relationships between enjoyment and overall English acquisition level

variables and between interaction levels and overall English acquisition level variables, addressing Research

Question 1 and Research Question 2 respectively while the gender’s role in how much English learners

perceive they have acquired through Genshin Impact was also investigated by comparing the mean scores of

English language acquisition between males and females.

At this juncture, gender was not treated as a moderating factor in the framework. By mapping these

relationships, the framework aligns with the research aim of exploring Genshin Impact as a tool for English

learning through the lens of enjoyment, interaction, and inclusivity.

enjoyment, interaction levels, and their perceived overall English acquisition while playing Genshin Impact. It

The study setting comprised two main contexts, which included the digital environment of the Genshin Impact

enjoyment, interaction levels, and English acquisition. Likert-type item rating ranged from Strongly agree to

consistent measurement across items. This process provides confidence that the results are dependable and not

influenced by random measurement errors. Across all sub scales, as displayed in Table 1, the reliability

coefficients ranged from acceptable to strong, with an overall pattern indicating that the instrument is a

dependable tool for assessing enjoyment, interaction, and English acquisition. The enjoyment sub scale,

consisting of four items, demonstrated good internal consistency with a Cronbach’s alpha of .79, while the

internal consistency with a Cronbach’s alpha of .93.

their perceived overall English acquisition levels?

Table 2 presents the Pearson correlation analysis between students’ perceived enjoyment of Genshin Impact

and their perceived overall English acquisition levels. The data show a mean enjoyment score of 4.19 (SD =

0.88) and a mean English acquisition score of 4.10 (SD = 0.69), with a correlation coefficient of r = 0.553, p <

.001. This indicates a moderate positive relationship, suggesting that higher enjoyment is associated with

higher perceived English acquisition. Based on the statistical significance, it is confirmed that this relationship

maintaining motivation and engagement in language learning through gameplay. Practically, students who find

the game more enjoyable are likely to perceive bigger improvement in their English skills.

confirms the robustness of this relationship. These findings highlight the importance of cooperative play and

communication in enhancing language learning outcomes in game-based environments.

vocabulary retention and communicative confidence among university students. Similarly, Pinter et al. (2024)

observed that authentic peer-to-peer communication in online games provided opportunities for incidental

learning of functional phrases and conversational patterns. In Genshin Impact, Co-Op Mode facilitates such

interaction by requiring players to coordinate strategies, share resources, and negotiate roles, all of which

However, as noted by Kumar and Hashim (2024), the benefits of interaction can diminish if communication is

limited to repetitive or transactional exchanges. Therefore, while interaction is a strong predictor of perceived

language gains, its quality and variety are crucial for sustaining learning benefits. This finding underscores the