2026-09-23T06:03:53Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/129972 2025-10-25 col_2142_5131 col_2142_13736 com_2142_5130 com_2142_8975 com_2142_8903

application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2025-10-20 without embargo terms The student, Thanaphan Thapthimhin, accepted the attached license on 2025-07-21 at 14:49. The student, Thanaphan Thapthimhin, submitted this Thesis for approval on 2025-07-21 at 15:00. This Thesis was approved for publication on 2025-07-22 at 10:52. DSpace SAF Submission Ingestion Package generated from Vireo submission #22683 on 2025-10-20 at 20:15:37 Analyzing SLA, pedagogical, and gamification approaches in digital language learning games Thapthimhin, Thanaphan 2025-07-22 Sadler, Randall W. Franks, Suzanne Carla Digital Language Learning Games Second Language Acquisition Theories Pedagogical Approaches Gamification In Education eng Learning technology has been improved and implemented in second language acquisition, including digital language software and applications in a form of digital language learning games. However, the evaluation criteria used in many studies so far are lacking in comprehensiveness. This research uses lenses of Second Language Acquisition theories, Pedagogical Approaches, and Gamification Features to evaluate 4 highly regarded digital language learning games: Duolingo, Rosetta Stone, Immerse, and ImmerseMe. While most platforms claim to implement contemporary SLA theories and communicative pedagogical approaches, their actual implementations often default to traditional grammar-translation and audiolingual methods that may not align with current understanding of effective language acquisition. The analysis further revealed a persistent theory-practice gap where marketing claims of being "research-based" or "immersive" frequently masked pedagogical implementations that contradict established principles of communicative language teaching. Regarding gamification, features such as experiment points, trophies, and leaderboards were found across all the 6 games. However, the platforms demonstrated a spectrum from "thin gamification" employing extensive extrinsic rewards to more integrated approaches that support rather than compete with communicative objectives. Also, most platforms struggled to implement the social dimensions of language learning that sociocultural theories identify as essential for acquisition, with only Duolingo and Immerse providing genuine opportunities for synchronous interaction with AI-powered experiences, with priced subscriptions. The findings ultimately suggest that effective integration of digital platforms requires strategic use within comprehensive language learning programs that leverage technological affordances while addressing pedagogical gaps through human instruction and authentic communication opportunities. This research contributes to the field by providing ESL educators with systematic evaluation tools and practical guidance for making informed decisions about digital tool integration in principled language instruction. 2025-08 Text https://hdl.handle.net/2142/129972 Copyright 2025 by Thanaphan Thapthimhin. All rights reserved. No part of this thesis may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the author. Linguistics Teaching of English Sec Lang University of Illinois Urbana-Champaign M.A. Thesis