Digital Games and Computer-Assisted Language Learning (CALL): A Study on ESL Learners Engagement and Motivation

Abstract

This study investigates the integration of digital games within Computer-Assisted Language Learning (CALL) environments and examines their influence on engagement and motivation among university-level ESL (English as a Second Language) learners. In the context of rapid technological advancement in education, digital game-based learning has emerged as a promising pedagogical approach that promotes interactive, immersive, and low-anxiety learning experiences. Grounded in motivational theory, learner engagement theory, and Krashen’s Affective Filter Hypothesis, the study explores how game-based CALL activities shape learners’ emotional responses, behavioral participation, and cognitive involvement in language learning tasks. Adopting a qualitative phenomenological design, data were collected through semi-structured interviews with 20 undergraduate ESL students aged 18–20 who had prior exposure to game-based CALL sessions. The data were analyzed using thematic analysis, which revealed several interconnected themes, including increased intrinsic motivation, enhanced behavioral and emotional engagement, improved communication confidence, and strengthened peer collaboration. Participants consistently reported that digital games made English learning more enjoyable, reduced fear of making mistakes, and encouraged active participation during classroom activities. The findings suggest that integrating digital games into CALL environments significantly contributes to sustained learner interest and positive classroom dynamics. While minor challenges such as technical issues were reported, the overall impact of game-based CALL was perceived as highly beneficial. The study highlights the pedagogical potential of digital games in fostering learner-centered, engaging, and motivating ESL instruction in higher education contexts.