An investigation of the language learning opportunities in collaborative dialogues during tabletop game play

Background: Tabletop games have been a frequent addition to task-based classroom activity. Aim: This study investigates the potential differences in learning opportunities that arise during collaborative dialogues between learners as they play tabletop games that differ in how they utilize player interaction. Methods: This study uses a qualitative analysis of task transcripts using the construct of the Language Related Episode. Results: Tasks did not produce any major differences in quality or number of LREs between games, but across games a vast majority of LREs were prompted specifically by cards with text during the game. Conclusion: Tabletop games may not afford an abundance of specific language talk, but more research is necessary to get a better idea of how learners handle L2 gaps during gameplay.