Designing a Digital Game to Foster International English Language Learners’ Language-Related Episodes: A Design-Based Research Approach

Abstract

Research on digital game-based second language learning (DGBL2L) emerged in the early 2000s and has grown steadily since 2013. While digital game-based learning is widely recognized as beneficial for second language acquisition, researchers identified several gaps and limitations in empirical studies, including a lack of (1) sufficient theoretical grounding that informed DGBL2L research, (2) empirical studies on using digital game-based learning to support second language learners’ full communication skills with a well-integrated pedagogical approach, and (3) systematic research frameworks to guide empirical studies. To address design limitations, the purpose is to iteratively design and develop a DGBL2L intervention that supports listening, speaking, reading, and writing skills, utilizes a task-based language teaching (TBLT) pedagogical approach, and formatively evaluates its ability to promote language-related episodes (LREs), to provide preliminary evidence that the intervention has potential to promote second language learning. An AT-based conceptual framework was developed based on an established activity theory-based model for serious games to establish a solid theoretical grounding to inform this study. To address the methodological limitations, this study is structured with a multi-phase mixed-methods design-based research (DBR) approach. Within the three phases, multiple learning experience design and evaluation methods are used so that the intervention can be iteratively improved within the constraint of a dissertation timeline, such as expert evaluation, usability study, etc. This study is informed by a socio-technical pedagogical usability framework, which helps shape the design of the intervention and the evaluation of this study. Findings of this study suggest the designed game, The Future Writers, has high usability and learners’ satisfaction, and evidence of promoting language learning for intermediate international English language learners. In addition to the development from scratch to a relatively matured intervention, this study also contributes to theoretical understanding from multiple perspectives, such as (1) refined three-level design principles to inform future DGBL2L intervention design and study, (2) a revised AT-based conceptual framework to inform future research and practice, and (3) an exemplar to showcase how to structure a multi-phase DBR study within the timeline and constraints of a dissertation study, etc.