Video game based learning and communicative confidence in EFL learners: a systematic review
DOI:
https://doi.org/10.71112/62256n18Keywords:
game-based learning, communicative confidence, oral participation, EFL, digital game-based learning, foreign language anxietyAbstract
This systematic review synthesizes theoretical and empirical evidence on the effects of video game-based learning (VGBL) on communicative confidence and oral participation among English as a Foreign Language (EFL) learners, with the aim of identifying which dimensions of oral competence are enhanced and under which pedagogical conditions. A systematic search of the literature published between 2020 and 2026 was conducted across multidisciplinary and specialized databases. The findings indicate that reduced language anxiety and confidence gains were reported in six of the thirteen studies (46.2%), speaking fluency in five studies (38.5%), vocabulary development, collaborative or socially mediated interaction, and motivation or engagement were each reported in four studies (30.8%), and pronunciation gains were reported in two studies (15.4%). Overall, video game-based learning emerges as a promising pedagogical strategy for strengthening communicative confidence and oral participation in EFL classrooms, although findings underscore the need for further longitudinal, classroom-based, and evidence-triangulated research.
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Copyright (c) 2026 Blanca Lucia Cely Betancourt, Jineth Karina García Cendales, Cesar Alejandro Sanabria González (Autor/a)
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