چكيده فارسي :
This study aims at examining the relation between playing digital games and L2 English vocabulary learning. Data were collected from 49 Iranian teenagers learning English as their foreign language. Data collection tools include language diaries, questionnaire, school grades, vocabulary tests, and assessed essays. Using an observational post-hoc design, participants were categorized into three Digital Game Groups (DGGs) based on times they spend on playing games: (1) non-gamers (0 h/week), (2) moderate gamers ( 5 h/week), and (3) frequent gamers (5 h/week). Results indicate that frequent gamers used the most advanced vocabulary, had the highest rated essays, and had the highest grades followed by moderate gamers and non-gamers. Moreover, frequent gamers, moderate gamers and non-gamers respectively achieved highest scores in the vocabulary tests. Results indicate that playing games is directly associated with vocabulary test scores.
