Gaming Your Way to Language Learning: Why Playing Games Isn't Just Fun and Games

 

You know that moment when you're trying to convince your principal that yes, your students really ARE learning when they're playing games on their tablets? I've been there! But here's the thing – the research is totally on our side, and I'm excited to share some insights that might just change how you think about gaming in language learning.

The Science Behind the Fun

I recently dove into this study by Scholz and Schulze (2017) about students learning German through World of Warcraft (yes, you read that right – World of Warcraft!). These researchers followed university students for four months as they played this massive online game entirely in German, and the results were pretty amazing.

What they discovered is that language learning through gaming works like a complex adaptive system – basically, it's messy, nonlinear, and totally individualized, just like real language acquisition should be. Instead of everyone following the same path from Point A to Point B, each student created their own unique journey through the game world, picking up language naturally along the way.

The coolest part? Students didn't just learn vocabulary that stayed trapped in the game. They actually transferred what they learned to real conversations! One student picked up 48 new language constructions and could use them confidently when talking about their gaming experiences. That's what researchers call "near transfer" – and it's exactly what we want to see happening in our classrooms.

Finding Games That Actually Work

Now, I know what you're thinking – "Great, but I can't exactly have my 3rd graders playing World of Warcraft!" Fair point! This is where Larry Ferlazzo's curated list of learning games becomes a lifesaver.

Larry is a veteran ESL teacher who gets it – he's done the heavy lifting of finding games that actually work for language learning. His list isn't just random games that happen to have words; these are carefully selected tools that create real learning opportunities.

What I Love (and What Worries Me) About Gaming Resources

The Good Stuff:

  • No more overwhelm! Instead of drowning in thousands of educational games of questionable quality, I have a trusted source who's already tested these with real students.

  • Different strokes for different folks: The variety means I can match games to my students' interests and learning styles. Some kids love word puzzles, others prefer story-based adventures.

  • Built-in motivation: Let's be honest – when was the last time a worksheet made a kid beg to do "just one more"?

The Reality Check:

  • Time constraints: The World of Warcraft study worked because students played for hours outside class. In my 45-minute ESL periods, I need to be strategic about maximizing impact.

  • The assessment puzzle: How do I grade emergent language development? Traditional tests don't capture what's really happening when kids are deep in a gaming flow state.

  • Tech hiccups: We all know that moment when the WiFi decides to take a break right in the middle of your perfectly planned digital lesson.

  • Getting buy-in: Some colleagues (and parents!) still see gaming as "not real learning." It takes time to shift those mindsets.

Making It Work in My Elementary ESL Classroom

Here's how I'm adapting these ideas for my little language learners:

My "Language Adventure Club" Approach

Instead of traditional vocabulary drills, I am thinking about what I call "Language Adventure Clubs." Each student gets a gaming profile based on their interests and current English level. Some kids love word puzzles (Word Dynamo!), while others are all about the story games where they can make choices and see what happens.

The Magic of "Quest Reports"

After gaming time, we do "quest reports" where students share their adventures using whatever new words or phrases they picked up. It's like show-and-tell, but with purpose! This creates that transfer from game-world to real-world communication that the research talks about.

Tracking Growth the Non-Traditional Way

Instead of pre/post tests, I will keep digital portfolios of their gaming journey. Screenshots of achievements, voice recordings explaining strategies, videos of them teaching a game to a friend – these artifacts tell a much richer story of their language development than any multiple-choice test ever could.

Building Learning Communities

I can organize students into "guilds" (teams) that mix different skill levels and interests. The kid who's amazing at vocabulary games partners with someone who rocks at pronunciation challenges. They help each other level up, just like in real gaming communities.

The Bottom Line

Look, I'm not saying we should throw out our textbooks and go full gaming tomorrow. But what I am saying is that when we understand the research behind why gaming works for language learning, we can make smarter choices about how to use these tools.

The World of Warcraft study showed us that when students are genuinely engaged in meaningful activities, they develop language naturally and transfer it to real communication. Games like the ones in Larry's collection can create similar opportunities in our classrooms – we just need to be intentional about how we use them.

Gaming isn't replacing good teaching; it's giving us another powerful tool in our toolkit. And honestly? When my students are begging to stay after class to finish their "English quest," I know I'm onto something good.

The future isn't about choosing between traditional teaching and gaming – it's about blending the best of both worlds to create richer, more engaging ways for our students to fall in love with language learning.

References

Ferlazzo, L. (2013, December 3). The best online learning games of 2013 – Part two. Larry Ferlazzo's Websites of the Day. http://larryferlazzo.edublogs.org/2013/12/03/the-best-online-learning-games-of-2013-part-two/

Scholz, K. W., & Schulze, M. (2017). Digital-gaming trajectories and second language development. Language Learning & Technology, 21(1), 100–120. Retrieved from http://llt.msu.edu/issues/february2017/scholzschulze.pdf

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