Focusing on how a world of possibilities is opened up by language learners themselves, imagination has been regarded as an elusive but indispensable element in second language (L2) education. Drawing on notions of international posture (Yashima 2002), Ideal L2 Self (Dörnyei 2009), and imagined communities (Norton 2001), we theorised imagination…

Content-language integration has been perceived to be an effective approach in second and foreign language learning. However, it can be challenging to implement in content classes, especially in science classrooms. Researchers have suggested using tasks and games to help design diverse opportunities for language and content learning; in…

In this article, we use a model for games and literacy to explore how one FIFA gamer worked across contexts. Previously, this model has been used to address the role of computer and video games in the teaching of literacy in the subject of English. In the current article, we combine this model with a learning lives perspective, which builds on the…

While digital gameplaying is increasingly recognized for its potential for language learning, its use among English as a foreign language (EFL) teachers in both leisure and pedagogical contexts is comparatively meagre. Assumptions regarding the appropriate nature of schooling on the one hand and appropriate leisure pursuits on the other mediate…

Applications of locative media (e.g., place-based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation-based learning, location-situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne &…

Contemporary CALL research reflects renewed interest in digital games. One aspect of this phenomenon namely, use of massively multiplayer online role-playing games (MMORPGs), has expanded significantly, highlighting the need for a review. This paper analyzes findings from 10 learner-based studies that draw on accounts of SLA informed by cognitive…

A quasi-experimental, pretest-posttest, non-equivalent control group design was used to examine the effect of a mobile gamification application on third and fourth grade students' Spanish language achievement and student academic self-efficacy. In this study, the treatment group's Spanish language instruction was through the use of…

The main aim of the present paper is to introduce a model for digital game categorization suitable for use in English language learning studies: the Scale of Social Interaction (SSI) Model (original idea published as Sundqvist, 2013). The SSI Model proposes a classification of commercial off-the-shelf (COTS) digital games into three categories:…

This article reports on an explorative case study which, in the first place, aimed to ascertain different types of foreign language play in online role-playing in "Second Life," and which, secondly aimed to describe how various sources of contextual support can explain this foreign language play. Students' written conversation was…

This exploratory study investigates the linguistic and social interaction of four intermediate EFL learners during game play in a massively multiplayer online role playing game (MMORPG). Twelve illustrative episodes drawn from the participants' text chat, collected in four 70-minute sessions held over a one-month period, are analyzed from a…