Video game genres and English language learning motivation: Evidence from Indonesian EFL learners
DOI:
https://doi.org/10.32332/joelt.v14i1.13200Keywords:
digital game-based learning, EFL learners, English language learning, Learning motivation, video game genresAbstract
Video games have become increasingly common language-learning resources, yet many studies still treat games as a single category. This approach may obscure how genre-specific mechanics, such as narrative quests, strategic problem-solving, simulation-based interaction, and multiplayer communication, shape learners’ motivation to engage with English. Addressing this gap, this study examined how video game genres are associated with English language learning motivation among Indonesian EFL learners. Using an explanatory sequential mixed-methods design, the study involved a survey of 115 Indonesian undergraduate students recruited through convenience sampling from April to July 2025, followed by semi-structured interviews with four purposively selected participants. A 17-item motivation index and six interview questions were used to explore learners’ motivational responses, genre preferences, and gameplay experiences. Descriptive findings showed that most respondents selected Agree or Strongly Agree across multiple motivation indicators, indicating positive perceived associations between gameplay and English-learning motivation. The genre-based findings suggest that strategy, puzzle, simulation, role-playing, and narrative-driven games have strong motivational potential because they embed English within meaningful tasks, story progression, and contextual interaction. Interview findings further indicated that narrative immersion, problem-solving, technical vocabulary, and social communication helped transform gameplay into sustained and intrinsically oriented language engagement. The study concludes that genre matters in digital game-based language learning because different genres provide different forms of linguistic exposure and motivational affordances. These findings highlight the need for pedagogical alignment between language-learning objectives and genre-specific mechanics when integrating digital games into English learning environments.
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