Gaming as extramural English L2 learning and L2 proficiency among young learners*

345 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

EFL students’ views of willingness to communicate in the extramural digital context (2019, background): “To date, studies on L2 learning in the ED context have mainly examined three aspects of English learning outcomes, including (1) language tests – vocabulary (Sundqvist & Wikstr€om, 2015; Sylv en & Sundqvist, 2012), reading (Cole & Vanderplank, 2016), formal testing (Lai et al., 2015; Sundqvist & Wik”
Understanding vocabulary acquisition, instruction, and assessment: A research agenda (2019, background): “Sylvén and Sundqvist (2012) found that not only did boys engage in gaming more than girls, but they tended to play different types of games; they preferred first-person shooter or multiplayer games, while girls tended towards single-player simulation games.”
CLIL in Sweden – why does it not work? A metaperspective on CLIL across contexts in Europe (2013, background): “Studies have shown that students at uppersecondary level have some kind of EE for up to 40 hours per week (Sundqvist and Sylvén 2012; Sylvén and Sundqvist 2012a, 2012b).”