The Adoption of Digital Game-Based Learning (DGBL) and EFL Students' Motivation and Attitude towards Learning English: A Correlational Study

Abstract

The purpose of the current correlational study was to determine whether any significant relationship exists between Iranian EFL university students' adoption of DGBL and their motivation for learning English within the framework of the Technology Acceptance Model (TAM). The study also sought to examine the EFL students' attitudes towards DGBL. To this end, eighty-six EFL students were selected from a university in Iran. Questionnaires were distributed to all participants by providing them with a link to answer the items via social media. Spearman correlation and descriptive statistics were used to analyze the data. The results showed that there was a statistically significant and positive relationship between the adoption of DGBL and motivation for learning English among Iranian EFL students. The findings also indicated that the positive attitudes of EFL students towards DGBL. They agreed on several benefits of digital games, including delivering active learning, accomplishing learning tasks, helping students gain control over their learning process, assisting students in understanding English better, recalling information more efficiently, allowing comfortable self-expression, and attracting greater student attention. The results of the current research could aid teachers in developing their professional skills by showing that spending time on digital gameplay may encourage them to render teaching and learning more effectively.