Study of English self-learning perceptions throughout video games of narrative and fantasy

Fernando Rubio Alcalá; Stella Hadjistassou; Manuel Ferrero-Rodríguez

doi:10.33776/linguodidactica.v2.7734

Fernando Rubio Alcalá University of Huelva https://orcid.org/0000-0002-1478-2168
Stella Hadjistassou University of Cyprus https://orcid.org/0000-0003-2963-8393
Manuel Ferrero-Rodríguez University of Huelva

DOI: https://doi.org/10.33776/linguodidactica.v2.7734

Keywords:

English, fantasy, narrative, self-perception

Abstract

Young people spend a considerable amount of time playing video games. As English is an international language, most games are developed in English. Users, who are often non-native speakers have to infer meanings by interacting with the controls, actions, artifacts, texts, and other paralinguistic elements. Narrative and fantasy video games can contain linguistic corpora of more than 20,000 words that players have to grapple with in order to understand the principles of the game, actions, and strategically determine their next steps to progress in the game. In this process, learners may engage in incidental learning. The aim of this study was to determine whether players are aware of language learning as it emerges while participating in these game-based activities and whether playing narrative and fantasy video games can lead to long-term language success. Four hundred and fifty-eight subjects completed an online ad hoc questionnaire addressing various areas of language learning while playing video games. The results indicated that playing narrative and fantasy video games can be an effective way to learn vocabulary and that the newly acquired terms can be stored in long-term memory.

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Author Biographies

Fernando Rubio Alcalá, University of Huelva

Fernando Rubio Alcalá is a Associate Professor (Tenured) in the Department of English Language at the University of Huelva. His main research interests lie in the field of affective factors and foreign language learning and bilingual education. He has written numerous academic texts, especially in the area of foreign language anxiety.

Stella Hadjistassou, University of Cyprus

Stella Hadjistassou is Associate Professor at University of Cyprus. She is interested in technology enhanced language learning and interdisciplinary nature of research. More recently, her research has focused on Augmented Reality, Virtual Reality, Intercultural Exchanges and virtual learning. She works with a multidisciplinary pool of scholars and researchers around the EU and the US.

Manuel Ferrero-Rodríguez, University of Huelva

Manuel Ferrero Rodríguez has a degree in Primary Education with specialisation in English from the University of Huelva. He has completed the Master of Historical and Cultural Heritage at the University of Huelva (2021). His main research interest is in English teaching and its relationship with video games, especially narrative and fantasy. He has been a player of this type of video games since their beginnings.

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