Gamifying language education: the impact of digital game-based learning on Chinese EFL learners

Abstract

This mixed-methods study investigates the impact of digital game-based learning (DGBL) on enjoyment, ideal L2 self, and intrinsic motivation among Chinese English as a Foreign Language (EFL) learners. Seventy participants were divided into DGBL and control groups. The DGBL group engaged in Duolingo activities, while the control group received traditional EFL instruction. Data collection included pre-post self-determination theory (SDT) questionnaires, experience sampling method (ESM) to assess real-time enjoyment, and stimulated recall interviews. Quantitative analysis using paired-samples t-tests, one-way ANCOVAs, and multilevel modeling revealed that DGBL significantly enhanced enjoyment and ideal L2 self-perception, with pre-existing autonomy and ideal L2 self predicting greater enjoyment during gameplay. Qualitative findings highlighted increased engagement, perceived learning gains, and a sense of autonomy fostered by DGBL. Importantly, this study demonstrates that integrating DGBL into EFL classrooms can significantly boost enjoyment and cultivate a positive self-concept as language learners among Chinese students. These findings have practical implications for educators, suggesting that incorporating well-designed game-based activities can create a more motivating and effective learning environment, addressing the specific challenges faced by Chinese EFL learners.