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Abstract
This paper reports on an exploratory study into the perception of using digital games and L2 willingness to communicate of English language learners. Forty-three participants divided into two groups completed a questionnaire on their perceived language competence as well as their position towards digital games. Then, they received thirty hours of English instruction that included the use of digital games. These games were designed to facilitate learning of new concepts being taught during regular class time while encouraging the use of the L2 orally. The participants received a second questionnaire after the treatment to assess their perception of the digital games and their effects on their speaking ability. The participants expressed to be more engaged in the digital gamified activities than in those that follow a more “traditional” approach. Most participants reported to have positive feelings towards the inclusion of these tools in their language instruction. However, the participants failed to see how their use of the oral language during these activities for communication increased. Thus, results indicate that while the use of digital games was perceived positively among the participants, it did not significantly increase their willingness to use oral communication in the L2. It is recommended that these activities be integrated in the language class as part of regular instruction to add variety, but their effects on improving the speaking ability remain inconclusive.
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