부산대학교 도서관

Video/digital games have grown into a mainstream language‐mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game‐based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners' game‐based FL use when playing the Arabic simulation‐management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think‐aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed. The Challenge: Video/digital games have grown into a widely practiced leisure activity. How can such experiences be leveraged to support language and cultural learning and increase learners' engagement? [ABSTRACT FROM AUTHOR]