Donovan Tse & Vail Matsumoto
Abstract
This exploratory study investigated the impact of game-based learning on engagement in a second-year high school Japanese world language class that primarily used a Communicative Language Teaching approach in the target language. By investigating the question, “What impact does game-based learning have on student engagement in a communicative language teaching classroom?” this study aimed to examine student engagement in a high school Japanese world language class. Games were implemented across multiple classes and students completed exit passes that included self-assessment statements regarding engagement and answered two questions based on their enjoyment of the games. Analysis of the data showed that game-based learning had an overall positive effect on student engagement in a Communicative Language Teaching setting. Analysis of the qualitative data identified four aspects of the games that contributed to student enjoyment: interpersonal communication, physical movement, opportunities to use the content, and competition.
Keywords
gamified learning; EMI; EFL motivation; EFL engagement; action research
How to cite (APA)
Tse, D., & Matsumoto, V. (2026). The impact of game-based learning on student engagement in a Japanese world language class. ELT Classroom Research Journal, 3(1), 29-46. https://doi.org/10.23350/eltcrj.303
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