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THEORETICAL BACKGROUND
Vandergrift and Goh (2021), however, point out that when watching films
in an L2, it is not entirely known whether L2 development is the result of
solely L2 listening or (subtitle) reading, i.e., which of the different forms of
linguistic input (auditory and visual) has a stronger effect on the language
learner. Nevertheless, the benefits of films, series, and videos in second language
acquisition are uncontroversial (Fajt 2022b), and there is a consensus in the
literature that the use of subtitles greatly contributes to language learners’
vocabulary acquisition and also supports comprehension (Guichon—McLornan
2008, Markham et al. 2001, Montero Perez et al. 2014, Winke et al. 2010).
2.5.3 Video games
Playing video games in an L2, English in this case, is another popular EE activ¬
ity that may also present an important resource for L2 acquisition (Benson—Chik
2011, Li 2020, Sykes 2013, Sykes et al. 2008, Sykes—Reinhardt 2012, Reinders—
Wattana 2012, Reinhardt-Sykes 2012). Studies have investigated the possi¬
bilities of both game-enhanced and game-based learning. The former refers
to learning a language through the use of commercial video games, whereas
the latter means the use of digital games designed for teaching and learning
purposes (Sykes 2018). Most empirical studies investigating the potentials of
video games in L2 learning focus on the former, i.e., commercial video games.
Neville et al. (2009), in their mixed method study, for instance, found that EFL
learners who were exposed to video games outperformed learners who used
printed learning materials in vocabulary retention. Sundqvist and Wilkstrom
(2015) found a positive relationship between the time spent playing video games
and essay writing and vocabulary test results, with learners who play more
than five hours a week outperforming those who play less or do not play video
games at all. Sundqvist (2019), in another study, found that video game players
achieved better results on vocabulary tests than non-gamers.
In a quantitative study, Suh et al. (2010) investigated Korean students who
play Massively Multiplayer Online Role-Playing Games (MMORPGs), i.e.,
online role-playing video games where players need to interact with each oth¬
er as well as other non-player characters (characters controlled by the video
game). The findings of the study show that learners who played MMORPGs
achieved higher scores in listening, reading, and writing skill tests. As
MMORPGs are excellent resources for online communication through the use
of English, they can improve learners’ general English proficiency, too (Chik
2014, Ryu 2011, 2013). In line with these results, research has also shown that
video games help learners find or create a learning community (Peterson 2012,
Reinhardt-Zander 2011), provide access to both written and spoken discourse
(Liang 2012, Thorne et al. 2012), as well as to authentic L2 texts (Reinhardt
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