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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. 293–313

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Chapter 13
Interactive fiction and narrative games in instructed second language learning

 | KU Leuven | imec
 | KU Leuven | Sint-Jozefscollege Aalst, Belgium
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

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Published online: 27 October 2025
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https://doi.org/10.1075/lllt.63.13cor
Abstract
Interactive fiction (IF) and narrative games are rich with opportunities for foreign and second language (L2) learning in both informal and institutionalized learning contexts. As multimodal, interactive and non-linear texts, such games afford situated and experiential engagement with the L2, creating conditions for authentic L2 input, effective vocabulary learning and creative writing. As stimuli that prompt learners’ problem-solving, they can encourage genuine use of the L2, as well as the development of communication and collaboration skills. Finally, as a product of learners’ creativity, they can help learners to develop multiliteracies skills. In this chapter, we first frame the affordances of IF and narrative games from the perspective of cognitive theories of second language acquisition. Secondly, we review the current empirical research, which focuses on vocabulary learning, communicative interaction, and skill development. Third, we look at how IF texts and creation tools can be leveraged to create impact in the multilingual classroom, spotlighting the crucial mediating role of the teacher in a variety of pedagogies.
Article outline
  • Introduction
  • Theories and research
    • Theoretical perspectives
    • Key areas and findings of empirical research
    • Exemplary narrative game and instructed SLA study ISLA study
    • Generalizability and representativeness
  • Pedagogical applications and considerations
    • IF and narrative games as tutor in a comprehension approach to L2 teaching
    • IF and narrative games as tools in communicative language teaching
    • IF and narrative games as tools in task-based language teaching
    • IF and narrative games as tools and ecology in multiliteracies pedagogy
  • Pedagogical scenario for reflection
  • Extension resources
    • Reflection and discussion questions
    • Topics for (action) research
  • Generative AI use acknowledgement
  • Note
  • References
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