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Theoretical Frameworks for Implementing Game-Based Learning in Language Development and Acquisition
Abstract
Theoretical frameworks guide the design of game-based learning (GBL) for language development and acquisition. Constructivism situates learners as active meaning-makers who build knowledge through interactive tasks. Sociocultural theory highlights collaboration, language socialization, and guided participation within social contexts. Experiential and situated learning emphasize authentic tasks that resemble real communication, enabling rehearsal of linguistic forms in meaningful settings. Flow theory informs challenge–skill balance to sustain engagement without frustration. Scaffolding, feedback, and metacognition support gradual independence as learners internalize grammar, lexicon, and pragmatics. Motivation, identity, and agency shape persistence and risk-taking in language use. Game mechanics should align with learning goals, provide adaptive difficulty, and offer reflective debriefs to consolidate transfer.
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