Role-Playing Games in English Language Education: A Systematic Review of Theoretical Foundations, Learning Outcomes, and Pedagogical Implications
Abstract
Role-playing games (RPGs) have become an increasingly popular form of media that offers extensive exposure to English through narrative, dialogue, and interaction, suggesting potential as tools for English language learning. However, there is a need to explore the trends in research on their pedagogical use. This study employed the PRISMA framework to analyze 42 peer-reviewed studies on RPG-based learning in English language learning environments. The findings indicate that RPGs provide immersive, contextualized environments aligning with experiential and constructivist learning theories. Learners demonstrate improvements in vocabulary, communication skills, motivation, and socio-emotional development. Studies highlight authentic interaction opportunities found in MMORPGs, vocabulary learning strategies used by ESL learners in RPGs, and gains in vocabulary and communicative skills. Furthermore, recent scholarship emphasizes that these digital environments significantly bolster learner motivation and autonomous engagement. Despite limitations such as methodological heterogeneity and reliance on self-reported data, RPGs show strong potential as effective media in English language learning.