Journal of Effective Teaching Methods (JETM)

ISSN: 2755-399X

Research Article
Influence of Video Games on Children’s English Language Learning:
A Case of Bangladesh
Shayla Sharmin Snigdha1* , Anamika Debnath1

1 English Discipline, Khulna University, Bangladesh

* Correspondence: sssnigdha91@[Link]

[Link]

Abstract: Playing video games has become an integral part of children’s lives now a days. The purpose
of this study is to understand and measure the influence of playing video games on children’s English
language learning. This exploratory study has been conducted in three steps. In the first step, a
quantitative approach has been used, where data have been collected from 180 children by using a
survey questionnaire. In the second step, a set of qualitative data have been collected by structured
interview from 10 guardians whose children play video games on a regular basis. In the study’s third
step, a two-sample t-test has been conducted to compare the English language skills of two groups of
children, who played video games, and who did not. This comparison was based on the results of the
children’s sudden proficiency test in English. After analyzing all the data, it is found that playing video
games increases children’s basic language skills as well as grammar, spelling and vocabulary knowledge.
Playing games reduce linguistic fear and enhance confidence. It is found from the statistical analysis (t-
test) that the average score of proficiency test for one group, who play video games in regular basis, is
higher than the average score of proficiency test of the other group, who do not play video games. So,
this result demonstrates that the children who play video games are having better knowledge in English
than other children. It implies that video games have a positive effect on children’s English language
learning.

Keywords: video game; English language learning; four basic skills; proficiency test; t-test

1. Introduction
Among the most popular beliefs of the origin of language, ‘tool-making’ source is one
Received: February 24, 2024 that explains the relationship of human physic and language. Adjacent to physical adaptation
Accepted: March 11, 2024 opinion, it believes that manual gestures may have been a precursor of language. The motor
Published: March 12, 2024 movements involved in complex vocalization like speaking and the object manipulation
(making or using tools) are controlled from the same faculty of human brain (Yule, 2010). So,
it can be assumed that the tool-making ability of human being is the root of human language.
Learning languages, including sign language require the organizing and combining of sounds
and signs in specific order and arrangement (Yule, 2010). In learning a second or foreign
language, learners can get benefitted when they are engaged in such activities like combining
Copyright: © 2022 by the authors.
and arranging things to accomplish a goal in the target language. At the same time, language
Submitted for open access publication
learning remains incomplete without the knowledge of languaculture. That is to learn a
under the terms and conditions of the
foreign language, the learners need to understand the culture, language, and methods of
Creative Commons Attribution (CC BY)
speaking in the language. Playing video games in English can be a good way to do that. Video
license
games are dynamic electronic games that can be played on computers, handheld devices, cell
([Link]
phones, and tablets. The gamers need to be multifunctional while playing the games like
y/4.0/).
speaking, listening, reading and writing in English and at the same time they apply their
cognitive ability as well. Through graphical interfaces, audio, and gaming mechanics, they
provide players with a virtual and frequently immersive experience. Video games and learning
English are intertwined as games present challenges that demand strategic thinking and
problem-solving. Replaying levels fosters engagement with stories, conversations, and
directions, enhancing English skills unconsciously.
According to Hassan (2021) (in The Daily Sun, 2021), around 200 million individuals
worldwide play PUBG, or Player Unknown’s Battlegrounds, which is a popular online

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multiplayer battle royal game where up to 100 players parachute onto an island, scavenge for
weapons, and fight to be the last one standing and Free Fire which is a popular mobile battle
royal game developed by 111 Dots Studio and published by Garena. In Free Fire, players are
dropped onto a remote island where they compete against 49 other players to be the last one
standing every day. In Bangladesh, over 7 million people are playing video game and 35% of
them are children who play video game on regular basis (Hassan, 2021). So, video games are
a popular source of entertainment among children; without video game, not a single day goes
by; it has become an integral part of children’s lives. That is why it is crucial to determine the
positive and negative effects of video games on youngsters. Appendix A summarizes the
characteristics and usage of the video games mentioned in this paper.

2. Literature Review
For evaluating the effects of playing video games, Reinders and Wattana (2014) studied
30 Thai children. Before playing video games, the children showed a lack of willingness to
communicate because of having a poor linguistic command. After having played video game
that allowed them to spoken exchanges with other participants, the children significantly
overcame these boundaries, as evidenced by the post-gaming questionnaire and interviews.
So, the researchers have asserted that video games increase children’s motivation and
engagement in using target language.
Video games promote critical thinking and effective communication skills while
delivering knowledge in a non-threatening environment (Prez et al. (2014). Ningtyas and
Suganda (2020) have claimed that learning English through video games is facilitated by
enjoyable, interactive, and familiar methods that students are accustomed to. Theodorsen
(2015) thinks that in video games, language is typically presented in a context, where the
gamers are to take decisions based on the type of game. This makes the player feel more
connected and emotionally engaged to the story that helps them learn and use the language
more effectively. Chik (2014) conducted a study on 153 Chinese kids with a medium level of
English. He found out that video games increase learner’s autonomy and provide numerous
chances for mastering their second language. Peterson (2012) monitored seven Japanese
students who play MMORPGs. In that game, three of them had some expertise, but the other
four were novices. The study dis-covered that the four beginners had issues with
communication and second language command. The skilled players showed immediate
involvement and displayed verbal proficiency in their interactions with other players (pp.70-
92).
2.1 Listening and speaking skills
Da Silva (2014) in his study noted that certain language and speech patterns might have
contexts in video games. In order to demonstrate how video games could help pupils to
strengthen their skill, he chose the game named Breath of Fire IV. He discovered that playing
video games can assist kids to develop their receptive skills (reading and listening) as well as
their expressive skills (writing and speaking). He asserted that by introducing players to new
vocabulary and then instantly presenting them with the appropriate context, video games help
players to develop receptive language abilities. This is achieved through the implementation
of sensory stimulation for the player, such as engaging their senses, presenting visual imagery
that aligns with the game, or including character actions that match to the desired experience.
Albaqami (2022) in his study involved 62 parents (42 men and 20 women) who have
children aged 5 to 13. They answered questions about their children’s online gaming habits.
According to the results, playing online video games for a long time during the COVID-19
lockdown situation significantly reduced anxiety and increased passion for learning English
language. The research shows that playing online video games provides a positive, exciting,
genuine atmosphere that is essential for efficiently studying the English language. The
findings revealed that participants had observed significant improvements in their children’s
English skills, particularly in speaking and vocabulary and the areas that needed the least
development were writing and grammar. Raudis and Paustic (2017) think that gaming has
significant effect on the development of linguistic skills like pronunciation and vocabulary.
Their study on 96 kids aged from 11-15 claim that by improving vocabulary and
pronunciation, video games help students improve their speaking abilities.
2.2 Writing and reading skills
The study of Hashim et al. (2019) investigated the impact of PUBG on writing skills of
the students of Malaysian public school and college. After analyzing the data, the researchers

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found that PUBG promotes writing competence through in-game text communication for
strategy sharing. Players often publish strategy guides, which improve their expository writing
in English. Additionally, crafting persuasive game reviews enhances persuasive writing skills
in English as players aim to persuade others with their viewpoints.
Robertson and Woods (2021) stated that video games frequently expose players to an
extensive vocabulary and variety of expressions, several of which may be foreign to the player.
As young children are exposed to these words in an increasing variety of context, they have
greater access to instruments for expressing themselves in writing with a larger vocabulary.
Picton and Clark (2020) stated that video games often require players to read quickly to
follow the storyline which help them to enhance their reading skill. They talked with 4626
kids from all around the United Kingdom, ranged in age from 11 to 16. According to their
findings, more than 35% of gamers believe that reading material related to gaming helps them
become better readers.
An experiment by Ningtyas & Suganda (2020) showed that increased levels of learning
motivation in video games help pupils to enhance their vocabulary and reading
comprehension. Through the experiment, it was found that the players’ involvement and
imagery in the game helped the students to achieve greater reading comprehension scores.
For assessing the effect of gaming on English language learning, Seli and Santosa (2022)
conducted a study on 57 Indonesian school-going youth. The study finds that gaming
enhances reading skill through manuals and guides that players must read and understand to
play effectively. They also aid in speaking, pronunciation, and listening skills practice, serving
as alternatives to traditional teaching methods which provide context for learning English and
offer both audible and visual cues, increasing learners’ readiness to engage in conversation.
Age of Empires II which is a popular video game was the subject of a study by Amin
and Wahyudin (2022), which examined how playing video games affects children’s reading
skill in English language. This study’s findings show that the chosen video game improved
players’ reading skill of narrative texts; the experimental group outperformed the control class
on posttests by a sizeable margin.
2.3 Grammatical accuracy
Amin and Bakar (2022) assert that playing video games significantly improve pupils’
vocabulary, grammatical proficiency, and learning enthusiasm. The study finds that students
were better able to remember grammatical patterns because of the graphical and colorful parts
of video games.
Wang (2010) studied how video games are used in Taiwanese elementary schools to
teach English. The research involved 150 primary school teachers from Taiwan. This study’s
results showed that Taiwanese teachers valued gaming activities for teaching English because
according to them, video games serve as a task-based language teaching method that imparts
a significant amount of linguistic competence to the school-age children.
Singaravelu (2008) claimed that playing video games could be a more effective way to
learn English grammar as video games use text and dialogue to convey information and
storylines, this context-rich environment allows children to see and practice grammar rules in
action.
Toufik and Hanane (2021) asserted that video games help people learn English as a
foreign language by using real-life situations where language is utilized in a variety of
circumstances, allowing for the development of linguistic skills.
2.4 Vocabulary
Studies worldwide claim that word exposure is a benefit of playing video games,
particularly those with intricate stories and realistic settings. By requiring players to
comprehend and utilize new terms in context, these games help players develop their foreign
language vocabulary (Gee, 2011; Isbister, 2016; Hitosugi et al.,2014; DeHaan et al., 2010).
In their study, Rudis and Poštić (2017) noticed how learning in video games can be
connected to task-based language teaching. The study found that playing video game is the
replication of task-based learning that often present players with tasks, quests, or challenges
and the words and phrases students learn through these tasks can be used in real-life situations
outside of the game.
2.5 Pronunciation and spelling
Video games can have positive effects on cognitive functions such as memory, attention,
and processing speed. These cognitive enhancements contribute to improved pronunciation
skills because clear articulation requires a combination of mental processes.

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Vitasmoro et al. (2019) investigated the improvement of the student’s pronunciation

using video game. They found that video games with realistic and varied sound effects expose
children to a range of phonetic features. Exposure to different accents, tones, and linguistic
nuances within the gaming environment contribute to the refinement of pronunciation skills.
A survey study by Horowitz (2019) in Puerto Rico supported previous research that
playing online multiplayer video games can lower the level of anxiety and increase WTC
(willingness to communicate). With reference to the prior literature, this study, in general,
intends to examine the impact of video games on the learning of English language skills in
young children. Specifically, it attempts to evaluate the effectiveness of playing video games
in improving overall language proficiency, to study the effect of gaming in lessening anxiety,
enhancing confidence and passion for learning English language among children, to study the
children’s strategies to enhance the skills in English language by engaging in video gaming
activities and to compare the English proficiency of video-games-playing and non-video-
games-playing children. Moreover, this paper aims to unveil the parents’ understanding of the
impact that video games on their children’s linguistic development and fluency. It wants to
compare the levels of proficiency in English language of the children who play and who do
not play video games by administering a proficiency test.
Research Questions
The paper seeks to broaden the discourse by addressing inquiries regarding: (1) Do
children truly derive benefits from playing video games? (2) Does playing video games help
in lessening anxiety and improving their confidence? (3) Do video games help children
develop four basic skills in English? (4) Does playing video games contribute to develop
language sub-skills like spelling, pronunciation, grammar, and vocabulary knowledge in
children? (5) Does the English language proficiency of children who play video games differ
from that of those who don’t?

3. Materials and Methods

This is an exploratory research that aims to gain and provide better understanding of
what impact video games have on the English language development of young children.
3.1 Approach
Both qualitative and quantitative approaches have been used. Quantitative approach has
been used to find out the impact of gaming on the children’s language learning. Empirical
data have been collected by questionnaire survey from 180 students who play video games.
Qualitative data have been collected from 10 parents purposively whose children play video
games. Structured inter-views have been recorded to assess the impact of gaming on
children’s language development, confidence, anxiety, and motivation.
3.2 Study Area
This study has been conducted on the children of grade 6, 7and 8 from Narail
Government High School, Mohis Khola, Narail; Akij Ideal School and College, Noapara,
Avoynagor, Jashore, and Khulna Govt. Model School and College. These schools were
chosen primarily because of the easy access of the researchers to those areas that ensured the
feasibility of the study. The inclusion of three schools from various geographic regions of
Bangladesh represent the population and conforms to in a reliable way.
3.3 Participants
Children who play video games have been selected for collecting data of their experience
and information relevant to this study.
Table 1 displays the distribution of participants selected for data collection in this study.
The participants consist of children who play video games, chosen to gather relevant
information and experiences related to the research topic. A purposive sampling method was
employed to select 20 students from each of the three school levels: 6th, 7th, and 8th grade.
This resulted in a total of 60 students from each of the three participating schools: Narail
Government High School, Akij Ideal School and College, and Khulna Govt. Model School
and College. Therefore, the overall number of respondents for the study amounts to 180
students.

Table 1. Distribution of participants selected for data collection

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Name of the School Class six Class seven Class eight

Narail Government High School 20 students 20 students 20 students

Akij Ideal School and College 20 students 20 students 20 students

Khulna Govt. Model School and 20 students 20 students 20 students

College
Total=60 Total=60 Total=60
Total participants (60+60+60) = 180 students

After collecting data from children, in the second step, 10 guardians of school going
students in Khulna city were interviewed. They were selected purposively whose children play
video game on regular basis.
3.4 Data Collection
This study has used both primary and secondary data.
Primary data have been collected in three tiers. In the first tier, data has been collected
from the students through a questionnaire survey. In the second tier, the parents of some of
the gamers have been interviewed in a structured way. The third tier consists of a proficiency
test given by the researcher to two groups of children: those who play and those who do not
play video games. The student’s questionnaire for the survey consisted of 13 questions; 12 of
them gave quantitative data, and they were close-ended questions, and 1 of them was open-
ended. The interview questionnaire for the parents was held with five open-ended questions.
The result of the survey on the students and their English proficiency test were taken as
quantitative data, while the result of the parent’s interview was qualitative in nature. Secondary
data has been acquired from newspapers, magazines, articles, research papers, etc.
3.5 Data Analysis
Open-ended questions, used in the structured interview, have been analyzed
qualitatively. The audio recordings of the interview were transcribed into text. Then through
multiple readings, the contents were analyzed and categorized into meaningful segments of
themes or codes. On the other hand, close-ended questions of the questionnaire have been
analyzed quantitatively. Quantitative data have been computed and analyzed by using
Microsoft Word and Excel. And the result of two sample t-tests has been analyzed through
Microsoft Excel.
3.6 Instruments
Two instruments have been used for data collection for of the study; are, a set of
questionnaires for survey on the children and a questionnaire for structured interviews of
guardians.
Children’s questionnaire
180 children aged 11–15 were surveyed by the questionnaire. In the first part of the
questionnaire, there were student’s biographical data. In the second, there were 13 questions.
Among them, 1 question was open-ended and 12 were close-ended. Questions were prepared
in accordance with the research objectives.
Structured interview
10 parents were selected in a purposive random way. The selected parents were asked
the same five open-ended questions to learn about their perceptions of their children’s
disposition toward using the target language, their levels of self-assurance, language- related
anxiety, and their communicative skills in the English language.
Procedure
This study has been done in three steps. In the first step, quantitative approach has been
used where through survey method the data have been collected from 180 children by using
a questionnaire. In the second step, qualitative approach has been used where the data have
been collected by using structured interview method. I have taken structured interview from
10 guardians whose children play video game regularly. All the collected data have been
analyzed and presented through using different tables. Descriptive method has been used to
analyze qualitative data. At the last stage of this study, a proficiency test in English has been
given to two distinct groups: children who engage in video games and those who do not. Both

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groups have been given the same question paper for the English proficiency test. The test
was of thirty marks and included a variety of questions such as distinct multiple-choice
questions, gap fillings, and short answers. After the exam, the children’s response sheets have
been analyzed for scoring. Then independent sample t-test has been conducted based on the
score of proficiency test to find out whether the gamers are having better proficiency in
English than general children and to determine whether a significant difference exists in
English proficiency between the two distinct groups: children who engage in video games and
those who do not.

4. Results
4.1 Results and analysis of data collected from children
Question1: Name your favorite video game that you usually play on regular basis.
Table 2 presents the analysis of popular video games among children in Bangladesh. The
data highlights the varying popularity of video games among 180 children in Bangladesh.
Candy Crush Saga and Free Fire emerge as the most favored each capturing 25% and 20% of
children respectively. Temple Run 2 follows closely behind with 20% of children indulging in
the endless running adventure. Other notable mentions include Bubble Shooter and PUBG
MOBILE, both attracting approximately 11% of students. My Talking Tom Friends and Teen
Patti Gold are comparatively less popular among the surveyed students, with around 6% and
10% engagement respectively. The purpose of this inquiry was to determine which video
games are popular among children in Bangladesh. The data highlight that the popular video
games among Bangladeshi children.

Table 2. Name of popular video games among children in Bangladesh

Responses Number of Percentage Total
Respondents

Candy Crush Saga 45 25%

Temple Run 2 30 20%
My Talking Tom Friends 10 5.55%
Teen Patti Gold 18 10%
180
Bubble Shooter 20 11.11%
Free Fire 36 20%
PUBG 21 11.66%

Question 2: How much time per day do you spend on playing video game?
In response to the question number 2, 51.11% of the respondents answered that they
invest a couple of hours per day on participating in video games. 31.66% children answered
that they spend 2-3 hours, 11.11% answered that they spend 2-3 hours in a day on playing
video game. On the other hand, 6.11% of the respondents answered that they engage in video
games for over four hours per day (Table 3).

Table 3. Duration of time spent by the children on playing video game

Responses Number of Percentage Total Respondent
Respondents
1-2 hours in a day 92 51.11%
2-3 hours in a day 57 31.66% 180
3-4 hours in a day 20 11.11%
More than 4 hours 11 6.11%

Question 3: You can learn English by playing video game.

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In response to the question number 3, among 180 students, 63.88% of the respondents
strongly support the statement that they can learn English by practicing in video games.
22.22% of the respondents agree with this point, but 10% children remain neutral and 3.88%
disagreed to this point (Table 4). The statistics indicate that a majority of children perceive
gaming as having beneficial effects on their language skills.

Table 4. Percentage of children who can learn English by playing video game
Responses Number of Respondents Percentage Total Respondent

Strongly agree 115 63.88

%
180
Agree 40 22.22
%
Neutral 18 10%
Disagree 7 3.88%
Strongly Disagree 0 0%

Question 4: Playing video game increases your reading skill.

In response to the question number four, among 180 students, a total of 22.22% of the
children expressed a high agreement with the notion that engaging in video game activities
has a positive effect on the improvement of reading skills. 43.33% agree with this point, 25%
of the children remained neutral, 8.33% disagreed and 1.11% strongly disagreed to this point
(Table 5). These data are emphasizing gaming’s potential benefits for reading comprehension.

Table 5. Percentages of children who can increase reading skill through playing video games
Responses Number of Respondents Percentage Total Respondent

Strongly agree 40 22.22%

Agree 78 43.33%
180
Neutral 45 25%
Disagree 15 8.33%
Strongly Disagree 2 1.11%

Question 5: Playing video game helps enhance your writing skill.

In response to the question number 5, Table 6 shows that among 180 respondents,
26.11% of the children strongly supported and 50% of them supported the point that
engaging in video games help to enhance their writing skill. On the other hand, 16.11% of
the respondents remained neutral, 4.44% disagreed and a total of 3.33% of the children
expressed strongly disagreement with the mentioned statement. Based on the data, it can be
inferred that youngsters value gaming as a method for enhancing their writing talents.

Table 6. Percentages of children who can enhance writing skill through playing video games
Responses Number of Respondents Percentage Total Respondent

Strongly agree 47 26.11%

Agree 90 50% 180
Neutral 29 16.11%
Disagree 8 4.44%
Strongly Disagree 6 3.33%

Question 6: Video games help you to improve your speaking in English.

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In response to the question number 6, among 180 respondents, 33.33% of them strongly
supported and 27.77% of them supported the point that playing video game enhances their
speaking in English. 24% of the children remained neutral, 13.33% disagreed and 1.66%
strongly disagreed with this statement (Table 7). The data are highlighting the potential of
gaming to facilitate the development of oral competence.

Table 7. Percentages of children who can improve their speaking skill through video games
Responses Number of Percentage Total
Respondents Respondent
Strongly agree 60 33.33%
Agree 50 27.77% 180

Neutral 43 23.88%
Disagree 24 13.33%
Strongly Disagree 3 1.66%

Question 7: Video Games help you to increase your listening skill.

In response to the question number 7, among 180 students, 19.44% of them strongly
supported and 28.88% of them supported the point that playing video game increases their
listening skill. Where, 30.55% remained neutral, 18.33% disagreed and 2.77% of the
respondents strongly disagreed to this point. So, the result is positive because most of the
children agreed and some strongly agreed with the point that playing video game increases
their listening skill (Table 8). The data are suggesting that playing video games improves
children’s listening skill.

Table 8. Percentages of children who can increase listening skill through video games
Responses Number of Percentage Total Respondent
Respondents

Strongly agree 35 19.44%

Agree 52 28.88% 180

Neutral 55 30.55%
Disagree 33 18.33%
Strongly Disagree 5 2.77%

Question8: Through playing video games you can improve your vocabulary.
In response to the question number 8, 53.88% of the participants strongly supported
and 31.66% of them supported the point that playing video game increases their vocabulary.
Where, 10% of the respondents remained neutral to this point (Table 9). These data are
reflecting that gaming can considerably contribute to vocabulary enhancement.

Table 9. Percentages of children who can improve their vocabulary through playing video
games
Responses Number of Percentage Total Respondent
Respondents

Strongly agree 97 53.88%

Agree 57 31.66% 180

Neutral 18 10%

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Disagree 8 4.44 %
Strongly Disagree 0 0%

Question 9: Playing video game can be helpful for learning grammar and spelling.
In response to question number nine, among 180 students, 11.11% firmly supported and
48.33% supported the point that playing video games can be helpful for learning grammar
and spelling. But 27.77% of the children remained neutral, 9.44% disagreed, and 3.33%
strongly disagreed to this point (Table 10). The data are highlighting that video games have
the capacity to be helpful for learning grammar and spelling.

Table 10. Percentages of children believing in learning grammar and spelling through video
games
Responses Number of Percentage Total
Respondents Respondent

Strongly agree 20 11.11%

Agree 87 48.33% 180

Neutral 50 27.77%
Disagree 17 9.44%
Strongly Disagree 6 3.33%

Question10: Which specific skill do you believe you can enhance the most through playing video games?

Table 11. Specific skill that children can enhance the most through playing video game
Responses Number of Percentage Total
Respondents Respondent

Listening 17 9.44%
Speaking 10 5.55% 180

Writing 35 19.44%
Reading 15 8.33%
Vocabulary 95 52.77%
Grammar 8 4.44%

In response to question number 10, Table 11 shows that 52.77% of the respondents
answered that they can mostly enhance vocabulary through playing video games; 19.44% of
children answered that they can mostly enhance their writing skills through playing video
games; 9.44% of the respondents answered that they can mostly enhance their listening skills
through playing video games; 8.33% of the respondents answered that they can mostly
enhance their reading skills through playing video games; 5.55% of the respondents answered
that they can mostly enhance their speaking skills in English through playing video games;
and 4.44% of the respondents answered that they can mostly learn grammar through playing
video games. These data demonstrate that vocabulary acquisition is a primary strength of
gaming for language learning.

Question11: To what extent can you use the knowledge of English Language that you learn from playing
video games?
In response to question number eleven, 48.33% of the respondents answered that they
can always use the knowledge of English Language that they learn from playing video games,
27.77% children answered that sometimes they can use the knowledge of English Language

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that they learn from playing video games. 23.88% of the respondents answered that
occasionally they can utilize English skills that they learn from playing video games. A
significant portion, 48.33%, claims they can always apply the knowledge gained from gaming
to their English language proficiency so this suggests a positive correlation between video
game engagement and language learning (Table 12).

Table 12. Utilization of English language knowledge acquired through video game play by
children
Responses Number of Percentage Total
Respondents Respondent

Always 20 11.11%
Sometimes 97 53.88% 180

Occasionally 63 35%
Never 0 0%

Question12: Do you like to learn English Language through playing video game? If yeas, then why?

Table 13. Preference for learning English through video games and reasons for choice
Responses Number of Percentage Total Respondents
respondents
• Yes, because learning through video game
is fun and entertaining 65 36.11%

• Yes, because video games make learning

more engaging, and I remember things 45 25%
better this way.
• Yes, I Prefer learning through games
because I can learn vocabulary, phrases, 50 27.77%
and sentence patterns naturally.

• Yes, I Prefer learning through games due 180

to the absence of memorization. 20 11.11%

• No, I prefer traditional learning. 0 0%

In response to this question, Table 13 shows that most of the children like using video
games for studying the English language because it is very entertaining. Without any pressure,
they can learn many vocabularies, phrases, and sentence patterns through amusement. Some
of the children answered that they like to learn through playing video games because here
they do not need to take pressure to memorize any vocabulary or any meaning of sentences;
rather, through playing repeatedly and completing one after another level automatically, they
can learn.

Question 13: Which strategies do you follow to enhance your language skills through playing video
games?
This question shows the learning style of children through playing video games. Some
children answered that when-ever they encounter new English vocabulary, they write down
the Bengali meaning in a note, even when they encounter unknown sentences, they take help
from any seniors to find out the meaning of that sentence and write it in a note book so that
in future if they forget they can revise it. Basically, they keep a notebook to jot down new

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words, phrases, or sentences encountered in video games. Through regularly reviewing they
can reinforce English Language learning. 22.22% children answered that they try to focus on
visual element like image, diagram, and puzzles within the game so that they can visualize new
words, new sentences very easily. 13.89% students try to focus on speech, storytelling, music,
or sound effects through which they can practice pronunciation, vocabulary, and conversation
skills. Most of the children answered that they try to involve in team work through online
video game because while playing in a team, through online forums, they can practice their
listening and speaking skills while exchanging information, strategizing, and organizing their
plan of game with one another. These data, presented in Table 14, are highlighting innovative
and engaging strategies adopted by Bangladeshi children in using video games for language
learning.

Table 14. Strategies employed for language skill enhancement via video game engagement
Responses (Learning Strategies) Number of Respondents Percentage Total Respondent

Noting down new vocabulary 45 25%

Seeking help from seniors if I 30 16.67%

encounter new words, phrase

Focusing on visual elements 40 22.22%

180
Emphasizing speech and storytelling 25 13.89%

Engaging in team play and online 40 22.22%

forums

4.2 Results and analysis of data collected from guardians

Question 1: Do you think your child is learning English from playing video games?
9 guardians out of 10 ensured that their children could learn English because they
noticed their children usually used English vocabulary, phrases, and sentences that they had
learned from video games in real-life conversations. Only one guardian answered with “no”
because she has not observed any improvement in her child’s language usage.

Question 2: Do online video games help your child lower anxiety related to language?
7 guardians out of 10 answered that online video games helped their children lower their
anxiety. They said through online video games, their children are getting the chance to speak
with native speakers or proficient speakers on a regular basis, which supports language
learning and reduces language-related anxiety. Only three guardians answered with “no.”

Question 3: Do online video games help your child improve their confidence in using the English
language?
Among 10 guardians, 6 guardians have accepted that their child can improve their
confidence through playing video games. They answered that through learning new
vocabulary, idioms, and slang and engaging in real-time conversations and interactions in
English, their children are boosting their language skills and confidence. One guardian has
said, “My child frequently uses many phrases confidently, like, You are going to die; you are
still alive; it is your turn; complete the task; you have got one point that he has learned from
playing video games.” On the other hand, four guardians among ten have answered that she
has not noticed any improvement.

Question 4: Do online video games help your child enhance their motivation to learn and use the English
language?
Among 10 guardians, 8 guardians have answered that their child can enhance motivation

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to learn and use English. Only two guardians have answered “no” because they think children
only play games for entertainment, not for learning. Most of the guardians said that they have
to comprehend instructions and interact with other players to advance in the game, which
pushes their children to overcome language barriers. One guardian said that her child plays
PUBG, where he needs to talk with another player in English, so her child wants to do a
course on speaking English so that he can smoothly speak with foreign players.

Question 5: Do you think playing excessive video games is harmful for your child? If yes, then why?
Among 10 guardians, each and every one has answered that playing excessive video
games is harmful for their children because, for prolonged gaming sessions, their children can
sometimes suffer from health problems, including eye strain, poor posture, repetitive stress
injuries, and an inactive lifestyle, which may lead to obesity. Even one Guardian from Khulna
town says “My child is getting aggressive day by day for playing too many video games.”
Another guardian thinks that by playing online video games, his child is becoming inattentive
to academic reading. A guardian from Narail town says, “For playing video games, my child
sleeps at night around 2 a.m. every day, for which he feels sleepy all day.”

4.3 Result and Analysis of Data Collected from Children’s Proficiency Test
At last segment of this study, a proficiency test in English has been conducted between
two distinct groups: children who engage in video games and those who do not in order to
find out if the children who play video games have better proficiency in English than others.
For this proficiency test, 10 children from class 6,7,8 were taken who regularly play video
game and they were labeled as group 1. On the other hand, 10 children from class 6,7,8 were
taken who do not play video game and they were labeled as group 2. Both groups have been
provided with same English proficiency test question paper with total of thirty marks which
include a range of questions like different multiple-choice questions, gap fillings, short
answers intended to gauge the children’s level of English language competency. After the test,
the answer papers of the children are examined. The marks of the children of two groups are
given below (Table 15).

Table 15. Marks of children from two groups (video game players and non-players)
School’s name Class Score of group one Score of group two (Non-
(Video Game Players) Video Game Players)

Khulna Govt. Model School and Eight 25 22

College
Khulna Govt. Model School and Eight 24 21
College
Narail Government High Eight 22 21
School
Akij Ideal School and College Eight 25 20

Khulna Govt. Model School and Eight 23 19

College
Rosedale International English Seven 21 21
School
Akij Ideal School and College Seven 20 20

Narail Government High Seven 21 18

School
Akij Ideal School and College Six 19 15

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Narail Government High School Six 20 19

At the end of the study, a two-sample t-test was performed in Microsoft Excel to
compare the proficiency test scores of two groups (gamers and non-gamers) to see if they
vary statistically. The result is given below.

Table 16. Result of t-test: paired two sample for means

t-Test: Paired Two Sample for Means
Group 1 Group2
Variable 1 Variable 2
Mean 22 19.6
Variance 4.666667 4.044444
Observations 10 10
Pearson Correlation 0.639388
Hypothesized Mean Difference 0
Df 9
t Stat 4.272414
P(T<=t) one-tail 0.001036
t Critical one-tail 1.733113
P(T<=t) two-tail 0.002073
t Critical two-tail 2.162157

Table 16 shows that the mean result for group one is 22 and for group two, the mean
value is 19.6. It means Group one (consisting of players) achieved a higher average score than
Group two (consisting of non-gamers). So, this result demonstrates that the children who
play video games are having better knowledge in English than general children. It approves
that video games have a positive effect on children’s language learning.
According to the rule of t-test, if the p-value is below the conventional significance level
of 0.05, it signifies a noteworthy distinction between the means. Table 16 shows that in the
two-tailed t-test, P value is 0.002073, which is less than the conventional significance level of
0.05 indicating a significant difference between means. That means there is significant
difference in English proficiency between the two groups of children who play video game
and who do not. As the mean value of score of proficiency test for group 1(who play video
games in regular basis) is higher than the mean value of score of proficiency test of group 2
(who do not play video game). Therefore, it is proved that video game players are better at
English than non-players, proving that gaming improves language learning.

5. Discussion and Findings

This study reveals that Candy Crush Saga, Temple Run2, My Talking Tom Friends, Free
Fire, Bubble Shooter, Teen Patti Gold, and PUBG Mobile etc. are the most popular video
games in Bangladesh. Most of the children gamers spend 1-2 hours a day playing video games,
but it has been found out that 6.11% of children are intensely addicted to playing video games
because they spend more than 4 hours a day on video games. By analyzing the whole data,
the following points can be shown as the findings and results of this study:
• According to the statement of 88.88% of children, it has been found that children
can learn the English language by playing video games.
• Children prefer learning English through video games because it’s entertaining

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and stress-free. They can acquire vocabulary and sentence patterns effortlessly while having
fun.
• They like to learn from playing video game because there is no memorization
pressure; learning happens naturally.
• Playing video games enhances reading skills because, to progress in the game, the
gamers must read dialogue, item descriptions, mission descriptions, and other textual pieces.
This helps them improve their reading comprehension.
• Playing video games enhances writing skills in English. As they are frequently
introduced to new words, phrases, and ideas through video games, whenever they try to write
something in English, they can use these words and phrases that they have learned from the
game.
• Playing video games improves children’s speaking skills. It is found that when they
play online games like PUBG or Free Fire, they have to collaborate with non-Bengali speakers
online, requiring them to use voice chat or text to communicate in English for sharing
strategies and instructions. This re-al-life English communication opportunity aids in
enhancing their speaking skills.
• Playing video games can be a unique and delightful method to enhance children’s
grammar and spelling skills in English. Players organically learn how sentences are formed
and words are spelled by interacting with in-game texts and discussions in English.
Furthermore, the immediate feedback provided by games when players make mistakes helps
reinforce linguistic rules and fix errors. Many video games have repetition, which reinforces
language and spelling skills over time.
• It has been found that by playing video games, children can improve their
vocabulary. The children exposed that they have learned so many vocabulary words like
“strength”, “blue zone”, “circle”, “cover”, “knocked”, “vehicle”, “pan”, “scopes”, “weapon”,
“die”, “finish” and “live.”
• This study shows that most of the children can sometimes use the knowledge of
the English language that they learn from playing video games as they are exposed to a wide
range of vocabulary, phrases, and expressions.
• Vocabulary acquisition is a primary strength of gaming for language learning.
Children can mostly enhance vocabulary, among other skills, through playing video games.
Repeated exposure to vocabulary in games greatly boosts learning, making it more likely for
young learners to remember and understand these words.
• Children employ various strategies to boost their language skills through gaming.
It has been found that they record new vocabulary, seek help from seniors, and use visuals
for better understanding. Some focus on pronunciation, storytelling, and conversation by
focusing on speech and sound effects. They most of the times try to engage in online team
games because it enhances their speaking skills. They keep notebooks to review and reinforce
new words and sentences they encounter in games.
To determine how gaming affects children’s anxiety, confidence, and learning
motivation, 10 guardians of regular gamers were interviewed. Parents, who closely observe
their children, shared insights into the positive and negative effects of video games. Here are
the findings:
• According to the parent’s opinion, children are learning English because they have
noticed that their children usually use English vocabulary that they have learned from video
games while having a conversation.
• It has been found out that online video games help children lower their anxiety as
they get the chance to speak with native speakers or proficient speakers on a regular basis,
which supports language learning and reduces language-related anxiety.
• Even playing online video games helps children improve their confidence. Most
of the parents have exposed that their children frequently use many phrases confidently, like
‘you are going to die’, ‘you are still alive’, ‘it is your turn’, ‘complete the task’, ‘you have got
one point’ etc. which they have learned from video games.
• Playing online video games motivates children to learn and use English. Parents
believe that in games like PUBG, where communication is essential for teamwork, children
are driven to overcome language barriers. Some kids seek English-speaking courses to interact
more smoothly with foreign players during these games.
• Besides favorable influence, it has been found that playing excessive video games
can be dangerous for children, leading to health issues like eye strain, poor posture, and
aggression, along with lower academic attention. It eats up their study time vehemently
causing poor performance in institutional examinations. For language learning video games

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can be applied but certainly maintaining a limit. Some games may have harmful and
inappropriate contents also. A very controlled guidance and close monitoring in it will ensure
maximum benefit and minimum hazards.

6. Interpretation of Findings
The findings from this study provide valuable insights into the relationship between
video game usage and English language learning among children in Bangladesh. Here are
some interpretations of the outcomes:
1. Positive Impact of Video Games on English Language Learning: The majority of
children in Bangladesh perceive video games as effective tools for learning English. They
enjoy the process of learning through gaming because it’s entertaining and stress-free,
allowing them to acquire vocabulary and sentence patterns effortlessly while having fun. This
positive attitude towards using video games for language learning suggests that integrating
gaming into educational practices could be beneficial. Children’s preference for learning
English through video games can be seen as a result of operant conditioning from behaviorist
theory of language learning, where the entertaining and stress-free nature of gaming serves as
a positive reinforcement for language learning behaviors. The absence of memorization
pressure in gaming environments allows for natural and effortless learning, reinforcing the
desire to engage in language learning activities
2. Enhancement of Reading, Writing, Speaking, and Listening Skills: The study reveals
that playing video games can contribute to the improvement of various language skills.
Reading skills are enhanced as gamers must engage with in-game texts and dialogue, while
writing skills benefit from exposure to new words and phrases. Moreover, online gaming
provides opportunities for real-life English communication, which enhances speaking and
listening skills. Actually, these findings emphasize the significance of social interaction in
language learning, especially drawing from Social Learning Theory, it suggests that individuals
learn through observation, imitation, and modeling of others’ behaviors. In these gaming
environments, children collaborate with non-Bengali speakers, engaging in real-time English
communication to share strategies and instructions. This interaction fosters language practice
and skill development, ultimately improving their speaking abilities.
3. Vocabulary Acquisition: Video games serve as effective tools for expanding
vocabulary, as children are exposed to a wide range of words and expressions while playing.
The repetition and immediate feedback provided by games aid in reinforcing linguistic rules
and fixing errors, leading to improved vocabulary retention and understanding. The findings
can be interpreted on the basis of behaviorist theory. According to this theory, learning occurs
through reinforcement and repetition of behaviors. In this context, children’s exposure to
English vocabulary and language structures in video games acts as positive reinforcement.
The immediate feedback provided by games when players make mistakes reinforces linguistic
rules and aids in vocabulary acquisition. Repetition of language content within games also
contributes to long-term learning.
4. Strategies for Language Learning Through Gaming: Children employ various
strategies to enhance their language skills while gaming, including recording new vocabulary,
seeking help from peers, and engaging in online team games for improved speaking skills.
These strategies highlight the active role that children play in their own language learning
process while gaming.
5. Positive Effects on Anxiety, Confidence, and Learning Motivation: According to
parents, online video games contribute to lower anxiety levels among children due to regular
interactions with native or proficient English speakers. Furthermore, gaming boosts
confidence as children confidently use English phrases learned from games. The motivation
to learn and use English is also stimulated by the communication requirements of multiplayer
games like PUBG.
6. Cautionary Note on Excessive Gaming: While video games can be beneficial for
language learning, excessive gaming can lead to negative consequences such as health issues
(eye strain, poor posture) and academic performance decline. Parents and educators should
monitor and regulate children’s gaming habits to ensure a balance between learning and
leisure activities.
Overall, the study underscores the potential of video games as effective tools for
language learning, provided that they are used responsibly and in moderation. By leveraging
the engaging and interactive nature of gaming, educators can create innovative and enjoyable
language learning experiences for children

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7. Conclusions
The goal of this paper was to find out how playing video games affects children’s
language development. It improves their language skills including vocabulary, speaking,
writing, and reading skills. When compared to non-gamers, children who play video games
are found with better English proficiency. It suggests that gaming has a statistically significant
positive effect on language acquisition. Children use a variety of methods to improve their
skills. They engage in various language- learning strategies while gaming, such as noting new
English words, seeking help from seniors for sentence meanings, using in-game visuals and
puzzles, focusing on pronunciation, storytelling, and music, and participating in group gaming
sessions for English practice through information sharing and strategy discussions. Parents
have observed that their children are learning English, as they frequently use vocabulary
learned from video games in their conversations. Additionally, playing games online helps to
decrease nervousness and boost children’s confidence. However, it’s important to note that
excessive gaming can be detrimental to children, leading to health issues such as eye strain,
poor posture, repetitive stress injuries, and an inactive lifestyle, and may even contribute to
aggression and decreased academic focus.
The study reveals that the use of video games has a significant role in learning English
language. Playing games is a hilarious activity that enables children to learn with amusement.
They get more active in using English while playing that is not possible in a typical language
class. Getting involved in the games the children can easily get accustomed to the culture
specific expressions in English and more importantly they are to use them, too. It can be said
that they learn joyfully through the video games that enhances their learning speed. So video
games, if used in a controlled way and with proper monitoring, can be a successful method
for English language learning in Bangladesh as well as in any EFL context.

Author Contributions: 1. Shayla Sharmin Snigdha: Designing the research, writing-review and editing;
2. Anamika Debnath: Data collecting and analyzing, drafting.
Funding: This research received no external funding.
Acknowledgments: We owe to the authority of Narail Government High School, Akij Ideal School
and College, and Khulna Govt. Model School and College and the students of the schools who
participated in the study for their cooperation and all types of support.
Conflicts of Interest: The authors declare no conflict of interest.

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Appendix A
Summary of the characteristics and usage of the video games mentioned in this paper
Name of video game Characteristics and their using
Temple Run 2 Temple Run 2 features endless running game, where
players control a character navigating through various
environments filled with obstacles, traps, and hazards.
The players have to swipe left or right to change lanes,
swipe up to jump, and swipe down to slide under
obstacles. The game continues until the player’s character
is caught or falls off the track, providing a continuous and
challenging experience.
Candy Crush Saga Candy Crush Saga is a match-three puzzle game. Here, the
players have to move colored pieces of candy on a board
to match three or more of the same color. When he\she
makes a match, those candies disappear, and new ones
replace them. Each level has goals that the players need to
complete in a certain number of moves, like collecting a
certain amount of a particular candy.
My Talking Tom Friends In “My Talking Tom Friends,” players take care of virtual
pets like Talking Tom and his friends. They start by
adopting a pet and then they need to take care of its needs
like feeding, bathing, and playing with them. The goal is
to keep the player’s pets happy and healthy while having
fun with them in the game.
Teen Patti Gold “Teen Patti Gold” is a multiplayer Indian card game. The
game offers in-app currency for placing bets and
purchasing chips, allowing players to compete against
friends or other online opponents. To play Teen Patti
Gold, players start by selecting a game mode or joining a
table. Each player places a bet to kick off the round, and
then receives three cards from the dealer. After seeing
their cards, players can either bet more or fold. The game
continues with new rounds until players decide to leave or
run out of chips.
Bubble Shooter Bubble Shooter is a colorful and addictive arcade game
where players aim and shoot bubbles to create matches of
the same color, causing them to pop and disappear. With
engaging graphics and increasing levels of difficulty, it
offers hours of fun for players of all ages.
Free Fire Free Fire is a fast-paced battle royale game where players
compete against each other to be the last one standing.
After parachuting onto a remote island, players scavenge
for weapons, ammunition, and resources while staying
with-in a shrinking safe zone. As the match progresses,

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the safe zone shrinks, forcing encounters between players

and intensifying the game-play.
PUBG PUBG, or Player Unknown’s Battlegrounds, is an intense
battle royale game known for its realistic graphics and
tactical gameplay. In PUBG, players parachute onto a
remote island and scavenge for weapons, armor, and
supplies while strategically navigating the shrinking play
area. They must survive encounters with other players and
avoid being caught outside the safe zone, which
continuously shrinks over time.

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