Out-of-Classroom Video Gameplay and Its Impact on L2 Motivation and Ideal L2 Self: Evidence from Saudi EFL Learners

Abstract

While the potential of video games as a tool for teaching languages has gained some recognition, how gameplay outside the classroom affects EFL learners’ motivation and ideal L2 self remains remains underexplored, particularly in EFL contexts. This mixed-methods study examined the perceptions of 216 Saudi undergraduate EFL learners who regularly engage in video gameplay outside the classroom. Furthermore, the study explored potential differences in these perceptions based on gender and study major. A questionnaire with closed- and open-ended items was used to capture both quantitative and qualitative insights. The quantitative results indicated that active engagement in video gameplay was positively associated with EFL learners’ motivation by providing an exciting experience, enhancing engagement, and fostering self-autonomy. Furthermore, results revealed that video gameplay engagement positively related to learners' ideal L2 self-concept, motivating continuous improvement, boosting confidence, and envisioning proficiency in English. Thematic analysis of the qualitative data further illustrated learners’ positive perceptions of video gameplay for L2 learning. The emerging themes provided valuable insights into the experiences and perceptions of the learners. Interestingly, the results of this study indicated that neither gender nor academic major had a significant influence on learners' perceptions. This research adds to the evidence on the role of digital gaming in learning a second language and emphasizes the importance of learning opportunities outside the classroom in maintaining L2 motivation and the development of learners’ L2 identities. Suggestions for teaching and implications for future research are provided.