This is the published version of a paper published in ReCALL. Citation for the original published paper (version of record):Sylvén, L., Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N 5 86, aged 11-12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners' out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15-16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (Z 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition. ReCALLReCALL 24(3): 302-321. 2012 r European Association for Computer Assisted Language Learning 302 doi:10.1017

This paper presents findings from a study investigating young English language learners (YELLs) in Sweden in 4 th grade (N 5 76, aged 10-11). Data were collected with the help of a questionnaire and a one-week language diary. The main purpose was to examine the learners' L2 English language-related activities outside of school in general, and their use of computers and engagement in playing digital games in particular. A comparison is made between language-related activities in English, Swedish, and other languages. Another purpose was to see whether there is a relationship between playing digital games and (a) gender, (b) L1, (c) motivation for learning English, (d) self-assessed English ability, and (e) self-reported strategies for speaking English. In order to do so, the sample was divided into three digital game groups, (1) non-gamers, (2) moderate, and (3) frequent gamers (Z4 hours/week), based on diary data (using self-reported times for playing digital games in English). Results showed that YELLs are extensively involved in extramural English (EE) activities (M 5 7.2 hrs/w). There are statistically significant gender differences, boys (11.5 hrs/w) and girls (5.1 hrs/w; p , .01), the reason being boys' greater time investment in digital gaming and watching films. The girls, on the other hand, spent significantly more time on pastime language-related activities in Swedish (11.5 hrs/w) than the boys (8.0 hrs/w; p , .05), the reason being girls' greater time investment in facebooking. Investigation of the digital game groups revealed that group (1) was predominantly female, (2) a mix, and (3) predominantly male. YELLs with an L1 other than Swedish were overrepresented in group (3). Motivation and self-assessed English ability were high across all groups. Finally, regarding the self-reported strategies, code-switching to one's L1 was more commonly reported by non-and moderate gamers than frequent gamers.

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