Digital Game-Based Language Learning (DGBLL) in Saudi Arabian Primary Schools : An Investigation of Teacher Perspectives

This study explores the perspectives of primary school English as a foreign language (EFL) teachers in Riyadh, Saudi Arabia, on the use of digital game-based language learning (DGBLL) tools, with a specific focus on Minecraft Education Edition. This research is conducted in the context of Saudi Arabia’s Vision 2030 educational reform, which advocates for the integration of innovative digital technologies to enhance English literacy. The study addresses a significant gap in the application of DGBLL in primary education.
The research is guided by sociocultural theory and multimodal social semiotics to investigate how DGBLL can foster engaging, interactive, and socially rich learning environments that support English language proficiency development among primary school students. The central research question seeks to understand the primary teachers’ perspectives on the potential of DGBLL in creating social learning environments for EFL instruction. This inquiry is further guided by three sub-questions: What are primary teachers’ perspectives on using DGBLL to promote English as a social practice for their students? How does using DGBLL help advance primary students’ English as a social practice? How do teachers integrate DGBLL into their EFL pedagogical practice?
An exploratory case study design was used, involving 10 primary school EFL teachers from two schools in Riyadh. Data were collected through semi-structured interviews at three distinct points during the study: once prior to the professional development and twice after the implementation of Minecraft in the EFL classrooms. The professional development sessions, facilitated by Microsoft staff, aimed to equip teachers with the skills needed to use Minecraft as a teaching tool.
The findings suggest that teachers perceived DGBLL, particularly Minecraft, as an effective tool for enhancing social interaction, engagement, and language learning. Teachers reported improvements in the students’ social language skills, including vocabulary acquisition, pronunciation, and sentence formation, facilitated by the game’s multimodal and interactive features. Furthermore, the teachers observed that the use of Minecraft Education Edition fostered a stronger home–school connection, as students were excited to continue their learning at home and share their in-game achievements with their teachers. The importance of professional development in successfully integrating DGBLL into teaching practices was also emphasised. The study highlights the potential of Minecraft in creating a collaborative and supportive learning environment, aligning with the sociocultural and multimodal theoretical frameworks.
This research contributes to the broader discourse on digital technologies in education by providing empirical evidence of DGBLL’s effectiveness in primary EFL classrooms. It offers strategic guidance for integrating game-based learning into primary education, aligning with Saudi Arabia’s Vision 2030 educational reform. The insights from this study are crucial for teachers and policymakers aiming to enhance English language teaching practices and support teachers’ professional development in using innovative digital tools. Furthermore, it contributes to the fields of new literacy studies (NLS) and foreign language learning by offering valuable insights into how digital game-based learning can foster social language learning and contribute to broader educational goals.
In conclusion, this study investigates the potential of DGBLL, particularly Minecraft Education Edition, in enhancing English language proficiency among primary school students. By bridging the fields of NLS and EFL education, it offers valuable insights into how digital game-based learning can foster social language learning and contributes to the broader educational goals of Vision 2030 in Saudi Arabia.
 

This work © 2025, Amal Nachar.