Volume 30 Number 2, Special Issue: Emotional CALL Incorporating digital multimodal composing into game-enhanced language learning

Incorporating digital multimodal composing into game-enhanced language learning

Repository record updated on:
May 29, 2026, 11:04 p.m.
Database record updated on:
June 1, 2026, 9:51 p.m.
Last Harvested on:
June 1, 2026, 9:51 p.m.
access-status:
open.access
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/9188ed9c-5f0b-437f-8608-b786485cf251/download', '30_02_10125-73686.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/3c6ad939-7018-48c8-8279-fe3660975d3e/download', 'full_text']]
collection:
Volume 30 Number 2, Special Issue: Emotional CALL
contributor.author:
Li, Ke Peterson, Mark Fan, Qin
contributor.editor:
Kruk, Mariusz Pawlak, Mirosław
date.accessioned:
2026-05-29T23:03:57Z
date.available:
2026-05-29T23:03:57Z
date.issued:
2026-06-01
description.abstract:
As part of a research project on the use of digital games for language learning, this study explored the emotional trajectory and experiences of EFL learners during game-enhanced digital multimodal composing (DMC), with a focus on enjoyment and boredom. Informed by the control-value theory, this exploratory multiple case study centered on two groups of learners who volunteered to participate in this out-of-school project in which they played the digital game Genshin Impact and completed DMC over the course of six weeks. Both quantitative and qualitative data were collected and analyzed, including emotion questionnaires, participants’ gaming journals, DMC productions, semi-structured interviews, and critical incident forms. The results showed that despite fluctuations, the high achievers in DMC demonstrated high levels of enjoyment and moderate levels of boredom. Low achievers experienced relatively high levels of boredom and moderate levels of enjoyment during DMC tasks. Analysis further revealed the control and value ascribed to the tasks as potential causes for these differences and emotional fluctuations. The findings also highlight the role identity played in the control-value appraisal of the learning activity. The pedagogical implications of the study are discussed and suggestions for future research are provided.
endingpage:
199
format.extent:
20 pages
identifier.citation:
Li, K., Peterson, M., & Fan, Q. (2026). Incorporating digital multimodal composing into game-enhanced language learning. Language Learning & Technology, 30(2), 180–199. https://doi.org/10.64152/10125/73686
identifier.doi:
https://doi.org/10.64152/10125/73686
identifier.issn:
1094-3501
identifier.uri:
https://hdl.handle.net/10125/73686
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology
rights:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
rights.uri:
https://creativecommons.org/licenses/by-nc-nd/4.0/
site_url:
/item/10125-73686/
startingpage:
180
subject:
digital game-enhanced language learning digital multimodal composing enjoyment boredom
title:
Incorporating digital multimodal composing into game-enhanced language learning
type:
Article
volume:
30