Pedagogic tasks in digital games: Effects of feedback conditions and individual characteristics on learning request-making

Naoko Taguchi, Daniel H. Dixon, Yuqing Qin, Ying Chen

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


We investigated the extent to which English learners developed knowledge of pragmatically-appropriate request-making forms through task-based gameplay involving virtual dialogues with fictional professors, employers, and friends on a virtual US campus. The digital game presents players with several scenarios, asking them to select the most appropriate dialogue option given a situation presented in both text and video. Depending on their dialogue choice, one of three videos plays depicting an authentic reaction to the option selected (e.g. happily accepting the request; refusing the request with dismay). Undergraduate students at a Chinese university (n = 105) played the game involving 10 hypothetical request-making scenarios. Two versions of the game were developed. In one version, participants were only given one opportunity to watch a single reaction video while the second version allowed selection of multiple request forms and viewing multiple reaction videos. Regardless of the game version, participants improved their productive knowledge of request-making after playing the game and maintained knowledge at the delayed posttest, even though their receptive knowledge showed no improvement. Higher English proficiency had a positive impact on their immediate gains in productive knowledge, while motivation to learn English had a negative impact on receptive knowledge.

Original languageEnglish (US)
JournalLanguage Teaching Research
StateAccepted/In press - 2022


  • TBLT
  • digital games
  • motivation
  • pedagogic tasks
  • pragmatics
  • speech acts

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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