The impact of digital game-enhanced learning on pragmatic competence of English language learners: a comparative study

This mixed-methods study examined the role of digital game-enhanced language learning (DGELL) in supporting the development of pragmatic competence among English as a foreign language (EFL) learners. Adopting a quasi-experimental design, the study compared a digital game-enhanced instructional condition with regular classroom-based pragmatic instruction over a twelve-week period. Forty-two undergraduate EFL learners participated in pretest, posttest, and delayed posttest assessments of pragmatic competence. In addition, semi-structured interviews were conducted with learners in the DGELL group. Quantitative results indicated no statistically significant differences between the instructional conditions, while the primary longitudinal analysis showed no significant change between the immediate and delayed post-tests. Qualitative findings suggested that engagement with a single-player commercial off-the-shelf game supported learners’ pragmatic awareness, sensitivity to context, and willingness to use contextually appropriate language. The findings suggest that DGELL may function as a complementary pedagogical approach that supports learners’ pragmatic awareness, engagement, and confidence in interpreting contextually appropriate language use, even when such outcomes are not fully reflected in performance-based quantitative measures. Rather than demonstrating a definitive enhancement in comprehensive pragmatic ability, the study offers preliminary insights into learners’ cognitive strategies during game-supported tasks. The study contributes to CALL research by extending DGELL investigation beyond multiplayer environments and by illustrating how pedagogically mediated gameplay may support processes associated with L2 pragmatic development.