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Vocabulary Development through Online Role-Playing Games: Perspectives of Turkish EFL University Learners.

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Bibliographic Details
Title: Vocabulary Development through Online Role-Playing Games: Perspectives of Turkish EFL University Learners.
Authors: ASLAN, Peri1 Peri.aslan@inonu.edu.tr
Source: Arab World English Journal. Jun2026, Vol. 17 Issue 2, p63-77. 15p.
Subject Terms: *Incidental learning, *Nonformal education, *Second language acquisition, *Higher education, *Gamification, Roleplaying games
Abstract: Limited opportunities are available for many English as a Foreign Language (EFL) learners to regularly access examples of 'real-life' English vocabulary through sources beyond classroom walls. Digital game-based learning has been gaining popularity in academia, and the potential of online Role-Playing Games (RPGs) as informal contexts for vocabulary growth and development (especially in Higher Education) remains a relatively unexamined area. The purpose of this study is to investigate the degree to which Turkish EFL university students utilise Online RPGs as a 'foreign language incubator' to promote vocabulary and language use. Surveys were used to gather data from 70 foreign language learners, and semi-structured interviews were conducted with 50 students who frequently played commercially produced RPGs. The findings suggest that continued use of RPGs has a positive impact on vocabulary development. Repeated, increased exposure to RPGs through play provides learners with opportunities to learn action- and object-related vocabulary, with contextualisation within the gaming context. Most of the vocabulary being learned in these contexts is being identified as derived from the RPGs. Additionally, the semistructured interviews revealed that foreign language learners are likely to use contextual inference and visualisation techniques when faced with ambiguity in texts and graphics encountered during gameplay of RPGs. In summary, a majority of respondents reported incidental vocabulary acquisition while playing RPGs; participants also indicated that commercial RPGs do not provide the necessary "pedagogical scaffolding" to enable "good language practice" while playing. It has been determined that extramural digital contexts hold great potential for facilitating vocabulary acquisition, and this research may yield pedagogical implications for incorporating informal gaming into the formal EFL classroom. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Limited opportunities are available for many English as a Foreign Language (EFL) learners to regularly access examples of 'real-life' English vocabulary through sources beyond classroom walls. Digital game-based learning has been gaining popularity in academia, and the potential of online Role-Playing Games (RPGs) as informal contexts for vocabulary growth and development (especially in Higher Education) remains a relatively unexamined area. The purpose of this study is to investigate the degree to which Turkish EFL university students utilise Online RPGs as a 'foreign language incubator' to promote vocabulary and language use. Surveys were used to gather data from 70 foreign language learners, and semi-structured interviews were conducted with 50 students who frequently played commercially produced RPGs. The findings suggest that continued use of RPGs has a positive impact on vocabulary development. Repeated, increased exposure to RPGs through play provides learners with opportunities to learn action- and object-related vocabulary, with contextualisation within the gaming context. Most of the vocabulary being learned in these contexts is being identified as derived from the RPGs. Additionally, the semistructured interviews revealed that foreign language learners are likely to use contextual inference and visualisation techniques when faced with ambiguity in texts and graphics encountered during gameplay of RPGs. In summary, a majority of respondents reported incidental vocabulary acquisition while playing RPGs; participants also indicated that commercial RPGs do not provide the necessary "pedagogical scaffolding" to enable "good language practice" while playing. It has been determined that extramural digital contexts hold great potential for facilitating vocabulary acquisition, and this research may yield pedagogical implications for incorporating informal gaming into the formal EFL classroom. [ABSTRACT FROM AUTHOR]
ISSN:22299327
DOI:10.24093/awej/vol17no2.5