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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 activity 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 possibilities 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 other 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 +5] +»
