The effects of a game-enhanced language learning intervention on students’L2 development and L2 motivational self-system.

Musaoğlu Aydın, Seda
The purpose of this study is to investigate the effectiveness of a game-enhanced language learning intervention on language learning and on the development of L2 motivational self-system of EFL students. The study employed a quasi-experiment design with 76 EFL students at a private university. The experimental group (N=38) participated in a game-enhanced language learning program for 10 weeks, whereas the control group (N=38) received traditional instruction. Students in the experimental group were asked to play the game Life is Strange as a part of their instruction and classroom activities designed along the PCaRD were conducted an hour per week. For the quantitative data an achievement test (TOEFL ITP) and L2 motivational self-system questionnaire was implemented with both the experimental and control group at the beginning and end of the semester. The qualitative data were gathered from 7 students from the experimental group via semi-structured interviews. The findings of the study indicated that even though there was no significant difference between control and experimental group regarding both the achievement exam and L2 motivational self-system questionnaire, the participants had quite positive attitudes toward game integration. Overall, the participants suggested that game play and its integration provided them with a great amount of language input, especially vocabulary and daily expressions, and it was motivating for their language learning process.