The study is the second in a series of mixed-methods studies on the integration of The Sims 4, a life-simulation game, into language classrooms. In this study, the researcher explores the effect of game-based language learning (GBLL) on students' English communicative competence from three aspects, interaction, fluency and content, in a Japanese university. In class, students received instruction from the teacher on game language and gameplay skills, played the game on their own and presented gameplay stories. The presentations were recorded for evaluation. Surveys were also administered for students' perceptions on the GBLL classroom. Results showed that no clear improvement in communicative competence was suggested by quantitative evaluation. Qualitatively data, however, indicated that the game afforded students interesting events and proper expressions in presentations and that the teacher played a vital role in ensuring ample interactional opportunities and linguistic support. Suggestions for future research in classroom-situated GBLL were also proposed.

The use of digital games represents an expanding domain in computer-assisted language learning (CALL) research. This chapter reviews the findings of 26 learner-based studies in this area that are informed by cognitive and social accounts of SLA. The analysis shows that massively multiplayer online role-playing games (MMORPGs) are the most frequently investigated game type and the majority of studies involved EFL learners in higher education. Mixed methods were the most frequent research tool utilized by researchers. Limitations of current research include the preponderance of small-scale experimental studies that investigated only a limited number of factors. Although the research is not conclusive, findings indicate that game play facilitates collaboration, the production of target language output, vocabulary learning, and reduces the influence of factors that inhibit learning. This chapter concludes by identifying promising areas for future research.

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This chapter reviews 28 learner-based studies on the use of network-based social virtual worlds in second language learning published during the period 2007-2017. The purpose of this review is to establish how these environments have been implemented and to identify the target languages, methods used, research areas, and important findings. Analysis demonstrates that research is characterized by a preponderance of small-scale studies conducted in higher education settings. The target languages most frequently investigated were English, Spanish, and Chinese. In terms of the methodologies adopted, analysis reveals the majority of studies were qualitative in nature. It was found that the investigation of learner target language production, interaction, and affective factors represent the primary focus of research. Although positive findings relating to the above areas have been reported, the analysis draws attention to gaps in the current research base. The researchers provide suggestions for future research.

The use of digital games represents an expanding domain in computer-assisted language learning (CALL) research. This chapter reviews the findings of 26 learner-based studies in this area that are informed by cognitive and social accounts of SLA. The analysis shows that massively multiplayer online role-playing games (MMORPGs) are the most frequently investigated game type and the majority of studies involved EFL learners in higher education. Mixed methods were the most frequent research tool utilized by researchers. Limitations of current research include the preponderance of small-scale experimental studies that investigated only a limited number of factors. Although the research is not conclusive, findings indicate that game play facilitates collaboration, the production of target language output, vocabulary learning, and reduces the influence of factors that inhibit learning. This chapter concludes by identifying promising areas for future research.