Computer Games in Learning a Foreign Language

Bartosz Gruszka
Akademia Humanistyczno-Ekonomiczna w Łodzi, 2022

Computer games in learning a foreign language

Nowadays, computer games have become a way of teaching and learning.
As a phenomenon, it attracted the attention of many researchers. Online discussions as well
as collaboration and interactions between players create the link between gaming and science.
Games, therefore, acquire a new feature that goes beyond their originally designed
purpose (Steinkuehler 2006:101). Even though players engage in activities mainly to improve their
abilities and skills, their activity results in involuntary language learning. Practicing writing,
reading, discussing gameplay-related topics, creating game scenarios, or discussing strategies are all
elements that games involve in addition to the gameplay itself (Ryu, 2013:286). The role of games
in the learning process in the present context requires research and discussion. According to Stanley
& Mauer (2008):

‘Trends show that people are spending more time playing computer games in their

leisure time, at the expense of television viewing and cinema attendance’ (p. 3).
The current knowledge of teaching and learning, therefore, needs to be rethought to gain the best
possible results and benefits. Informal learning happens in many places and interactions. One
of such places is the virtual world of video games. The term 'informal learning' stems from the fact
that different content, including a foreign language, can be taught outside of learning areas such
as schools. Players can learn a variety of geography, math, history, and social content in an informal
setting (Da Silva 2014:3). In other words, the informal learning opportunities that video games
make have moved from ordinary to a social environment where opportunities for interaction are
available. Focusing on learning a foreign language, Cornillie et al. (2012) argue:

‘The rise of online PC games beginning in the mid-1990s and the more recent development
of massively multiplayer online games have expanded the possibilities for players to interact
in and with foreign languages, sometimes involving multiple languages…’ (p. 244)

Currently, students are deeply immersed in a participatory culture outside the school. Growing up
in a digital technology environment and insufficient teachers' interest in different learning
experiences has increased the dissonance between formal and informal literacy practices.
The discussions on the effectiveness of literacy technologies do not change the fact that computer
games are an important example of informal literary practice (Ryu, 2011:231).

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