Technology enhanced game-based language learning and its effects on secondary school EFL learners

Especially with the advancements in educational technology, game-based language learning has increasingly proliferated in EFL (English as a foreign language) contexts lately, thus attracting scholarly attention. However, existing studies have mainly focused on researching digitalized game-based practices that engage learners in online or digital environments, often leading them to take on a more passive role. Little empirical research has therefore investigated language learning games enhanced with diverse and distinctive technology that can benefit learners and empower them to take the initiative in their learning experiences. To address the dearth of research, employing an explanatory sequential mixed-methods design, this study examined the effects of technology enhanced game-based language learning (TEGBLL) practices on EFL learners' vocabulary learning and self-perceptions of their self-regulated learning skills. In this study conducted in the fall semester of the 2023-2024 academic year, a total of 34 fifth graders from a public middle school were recruited according to convenience sampling principles and the participants were randomly assigned to two research groups. The experimental group participants (n=17) experienced the treatment of the current research, which consisted of eight unique language learning practices specially designed based on TEGBLL, while the participants in control group (n=17) had customary language instruction. Participants' vocabulary knowledge and self-regulated learning perceptions were assessed with the quantitative research instruments administered as pre-test and post-test. Furthermore, experimental group participants were interviewed to debrief their views on the treatment they experienced throughout the current quasi-experiment. SPSS Statistics program, version 22.0, was utilized to implement the quantitative data analysis while the qualitative data was examined according to content analysis principles. The findings revealed that TEGBLL practices improved experimental group participants' perceptions of self-regulated learning, creating a significant difference between research groups. However, even if the TEGBLL significantly improved experimental group participants' vocabulary knowledge, no significant differences were found between the two groups in terms of vocabulary learning. On the other hand, the qualitative findings showed that students in the experimental group mainly expressed a positive attitude towards TEGBLL practices. Also, suggestions and implications for the future research and execution of TEGBLL activities were thoroughly examined. Keywords: Game-Based Language Learning, Technology-Enhanced Language Learning, Digital Game-Based Language Learning, Technology Enhanced Game-Based Language Learning, Vocabulary Learning, Self-Regulated Learning