Ibrahim, Karim (Gulf University for Science and Technology)

The fast-growing literature on digital game-basedL2 learning suggests that video/digital games hold a great potential for L2 learning and literacy (e.g. Apperley, 2010; Apperley & Beavis, 2011; Allen, Crossley, Snow, & McNamara, 2014; Sundqvist & Wikström, 2015; Scholz & Schulze, 2017; Ryu, 2013; Chik, 2014). The literature demonstrates that the detail-rich 3D virtual worlds, compelling narratives, and immersive special effects of commercial video games can engage L2 learners in active, immersive, and purposeful L2 use (e.g. Vosburg, 2017; Newgarden & Zheng, 2016; Reinders & Wattana, 2015), and that the online gaming communities of practice (Gee, 2004)involve active socialization in new and traditional literacy practices (e.g. Gee, 2008, 2010, 2011; Steinkuehler, 2006, 2008; Steinkuehler & Duncan, 2008; Alexander, 2009; Benson & Chik, 2010). In addition to the L2 learning and literacy potentials that video games afford learners, the equity of access that characterize online gaming affinity spaces (Gee, 2004) renders video gaming a promising platform for equitable and inclusive L2 learning and literacy (e.g. Scholz, 2017; Jensen, 2017; Chik, 2014; Sylvén & Sundqvist, 2012). However, to-date the integration of digital games in L2 learning and teaching contexts remains rather limited (Alyaz & Genc, 2016). A potential cause of this limitation is a lack of a pedagogical framework for utilizing and integrating commercial video games in formal and informal L2 learning and teaching contexts.

To address this gap, the present study will propose a pedagogical framework that addresses the use of commercial video games to promote L2 learning and literacy development in formal and informal contexts. The purpose of the framework is to provide clear and specific guidance to educators in utilizing commercial video games for L2 learning and literacy in ways that maintain the engagement and immersion of the video gaming experience while promoting effective L2 learning and literacy. The framework emphasizes the (a) selection of commercial digital games that are appropriate for L2 learning and literacy; (b) adaptation of commercial video games and/or gaming materials for L2 learning and literacy; and (c) integration of game-based L2 learning and literacy in formal and informal L2 learning and teaching contexts. The study will frame the framework in the existing literature on digital game-based L2 learning and literacy, and discuss the implications of the framework for L2 learning and teaching.


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