Norwegian EFL Learners’ Perception of Gaming and Language Learning: A Qualitative Study of Students in Grades 5-7

Abstract

This study explores the perceptions of six Norwegian students in grades 5-7 who learn English as a foreign language (EFL). It researches students who engage in gaming during their free time and focuses on how gaming influences their English language learning. The research aims to challenge the negative stigma often associated with gaming, such as it being a waste of time or leading to academic underachievement. Through semi-structured interviews, this qualitative research captures the perspectives of six young gamers, highlighting the potential educational benefits of gaming and digital game-based language learning.

The findings indicate that gaming acts as a highly engaging and motivational tool for these EFL learners, providing rich contexts for incidental English learning. The students informed that gaming environments offer authentic, interactive scenarios that enhance their language skills, particularly vocabulary acquisition and language proficiency. This aligns with theoretical frameworks such as Krashen’s Input Hypothesis and Vygotsky’s Zone of Proximal Development, suggesting that gaming can effectively supplement traditional educational language learning methods. However, the study also acknowledges the challenges associated with gaming in relation to EFL learning. Examples of this are exposure to inappropriate content and the need for effective integration into the current educational curriculum.

By focusing on the learners’ perspectives, this research contributes to a more detailed understanding of gaming’s role in education, encouraging the use of digital games to enhance language learning. The study highlights the importance of learner-centered approaches in developing effective and engaging teaching strategies. These approaches can potentially transform how English is taught and learned in modern educational contexts.