L2 vocabulary learning through a COTS adventure game: Individual vs. paired gameplay and the influence of word exposure frequency, word level, and word salience

Abstract

Digital game-based language learning (DGBLL) has demonstrated potential in enhancing language acquisition. This study examines the effectiveness of the commercial off-the-shelf (COTS) game Return to Monkey Island in improving vocabulary learning among Taiwanese EFL learners, with a focus on the effects of individual versus paired gameplay. Addressing a gap in existing research, this study evaluates the impact of individual versus paired gameplay on vocabulary learning, with a focus on word exposure frequency, distribution of occurrence, word level, and word salience. Seventy-nine university freshmen participated in this mixed-methods study, which employed vocabulary pretests, immediate and delayed posttests, including both vocabulary translation tests and Productive Vocabulary Levels Tests (PVLT) to assess receptive and productive vocabulary knowledge. Participants’ attitudes were evaluated using a modified Technology Acceptance Model (TAM) questionnaire, and semi-structured interviews provided qualitative insights.

Both gameplay groups showed significant vocabulary improvement, with the paired group outperforming the individual group in both immediate and delayed tests. Word frequency and salience were key predictors of vocabulary learning in the individual group, while salience was the main predictor in the paired group. Positive attitudes towards collaborative gameplay were noted, with interviews highlighting the added value of peer interaction in enhancing vocabulary learning. These findings suggest that integrating COTS games with a mix of individual and collaborative activities can optimize language learning.