Gamifying Language Learning: The potential of VLEs (Virtual Learning Environments) for EFL students – An Exploratory Study on Improving Proficiency with Game-Oriented Activities

Abstract

In recent decades, the field of second language acquisition (SLA) has increasingly intersected with digital technologies. Among these, digital and console games, as well as virtual learning environments (VLEs), have gained attention for their potential to support language learning in formal and informal contexts. This article explores how digital games and VLEs can contribute to second language acquisition by fostering motivation, meaningful interaction, contextualized input, and learner autonomy. This investigation was conducted at the University of Malta and the data gathering processes consist mainly of qualitative semi-structured interviews with seven participants (four EFL undergraduate students, two lecturers of SLA and one lecturer of Language Teaching and Technology), interview transcripts and content analysis techniques which were used to examine and interpret data collected. Drawing on theories of SLA, including input, interaction, and sociocultural perspectives, the paper analyzes the pedagogical affordances of game-based learning and online environments. It also discusses empirical findings, challenges, and implications for educators, ultimately arguing that the integration of games and VLEs, when guided by sound pedagogical principles, can significantly enhance second language learning outcomes.