This study follows a qualitative, descriptive design aimed at exploring how video games contribute to English language learning among young learners in Brazil. The research question guiding the study is: What are the pedagogical benefits of using video games in English language teaching? The study involved five children aged 10–12, all beginner to intermediate English as a Foreign Language (EFL) learners with prior exposure to video games but limited fluency. Conducted over four weeks in an informal after-school setting, participants played selected narrative-based video games—Minecraft: Story Mode, Ori and the Blind Forest, and Among Us—for 30–45 minutes, twice a week. Data was collected through observation, semi-structured interviews, and vocabulary checklists. Findings revealed clear evidence of language development, particularly in vocabulary acquisition. Learners retained frequently repeated words and phrases related to game contexts and used them during interviews. Participants showed increased motivation and engagement, with higher willingness to take risks, make mistakes, and self-correct—key traits in language acquisition. In multiplayer settings, learners communicated in English using basic sentences and commands, demonstrating improved confidence and spontaneity. Interview responses also indicated a more positive attitude toward English, viewing it as a practical tool rather than just an academic subject. This study supports the use of video games as effective tools for enhancing vocabulary, motivation, and learner autonomy in EFL contexts. The findings align with theories of contextualized and interactive learning, notably those of Gee (2003) and Reinders & Wattana (2015).

Authors:
Laura de Almeida, Universidade Estadual de Santa Cruz, Brazil

About the Presenter(s)
Laura de Almeida is currently working at Universidade Estadual de Santa Cruz (UESC), teaching Literature, methodology and other subjects

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