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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 205–227

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Chapter 9
(Digital) Games and language teaching

 | Meiji University
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.09yor
Abstract
Digital games have a long history in language learning and teaching research. Early studies focused primarily on student perceptions of using games and the vocabulary learning that occurs when students play digital games. More recently, there have been calls to explore the integration of games into foreign language classrooms. This chapter will discuss the theoretical motivation for using games, present an argument for including digital and analog games under the banner of games as a technology, provide examples of empirical studies around game use, and several pedagogical applications of using games in the classroom.
Article outline
  • Introduction
  • Theories and research
    • Exemplary digital game and ISLA study
    • Generalizability and representativeness
  • Pedagogical applications and considerations
    • From digital games to all “ludic” objects
    • Teacher-generated supplemental materials during gameplay
    • Using games as part of a TBLT approach
    • Teaching with games without playing them
  • Pedagogical scenario for reflection
  • Extension resources
    • Reflection and discussion questions
    • Topics for (action) research
  • Generative AI use acknowledgement
  • Acknowledgements
  • References
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