As developments in the digital gaming industry increased (Takahashi, 2015), the use of digital games in education has also increased. Studies on digital gaming in language learning have explored both game-enhanced learning (commercial, off-the-shelf games) and game-based learning (digital games created for the teaching and learning of languages) to support language learning in different areas (Sykes, 2018). Commercial off-the-shelf (COTS) games are “designed purely for fun and entertainment rather than for learning” (Whitton, 2010, p. 199). Foreign language learners play digital games in the target foreign language out of class.  Sykes and Reinhardt (2013) highlight the contributions of digital gaming in L2 learning as five features such as learner directed goal, interaction with the game, individualized feedback, relevant context, and motivation. Moreover, research has shown that digital games can be beneficial in terms of autonomy (Chick, 2014), intercultural learning (Thorne, 2008), providing authentic texts (Reinhardt, 2013), rich learning environment (Reinders, 2012), listening and reading language skills (Chen & Yang, 2013), and having fun while learning a language (Ballou, 2009; Chin-Sheng & Chiou, 2007). Additionally, exposure to the target language provides language skills such as grammar and vocabulary in a real context (Purushotma, 2005). 

L2 identity can be considered as the learners’ relationship with the culture of the target language, and the engagement with the culture and the natives of the culture. Thus, the close connection with the target language and the culture are associated with the L2 identity which is dynamic and multifaceted, language both constructs it and is constructed by it (Norton, 2006). Dörnyei and Ushioda (2009) proposed that L2 Motivational Self System which is an L2 motivational self-system takes the ideal L2 self, the ought-to L2 self, and the L2 learning experiences in foreign language learning and teaching. The concept ideal self is the representation of characteristics that one would most like to have like one’s personal wishes. The ought-to self, a complimentary self-guide, is the representation of characteristics that one feels one ought to have like one’s sense of responsibilities and obligations. So, the rationale behind the hypothesis is that the learners will be more motivated to learn the target language if they get the idea that their ideal self and ought-to self to be L2 proficient in order to reduce the gap between current and future selves.

The relationship between identity formation and COTS games has received increasing attention (Barab et al., 2012; DeVane, 2014; Godwin-Jones, 2019; Jeon, 2014; Punyalert, 2017; Shaffer, 2006; Musaoğlu Aydın & Akkuş Çakır, 2022). Online experiences such as gameplay including language socialization produce complex and context-based language practices (Thorne, 2008).  COTS games can afford opportunities to develop L2 identities for foreign language learners, as they provide language learners with opportunities to interact with others and to immerse themselves in a real-life context, the target language, and the culture (Godwin- Jones, 2019; Jeon, 2014; Musaoğlu Aydın & Akkuş Çakır, 2022).

While game-enhanced language learning is becoming popular in foreign language teaching, more research is still needed on investigating the role of COTS gaming in L2 identity formation to understand the learning potential of L2 gaming better. It is essential to explore the ways COTS games could be used to promote L2 identity. Thus, this study aims to investigate the role of game-enhanced language learning in the development of L2 identity. More specifically the research question is;

-How do gamer language learners’ construct their L2 identities during COTS gameplay?

This qualitative case study aims to investigate how gamer language learners’ construct their L2 identity during COTS game play. A case study is the in-depth description and examination of a particular case that is an exploration of a bounded system or a case (or multiple cases) over time through detailed, in-depth data collection involving multiple sources of information-rich contexts (Cresswell, 1998, p.61). Bassey (1999) proposes that case studies can be used in education to inform policymakers, practitioners, and theorists. Data are collected through semi-structured interviews developed by the researchers using L2 Motivational Self-System as a framework (Dörnyei & Ushioda, 2009). After developing interview forms, two expert opinions from the educational sciences department are taken and the form is piloted with an undergraduate EFL student. The final interview schedule consists of two parts, demographical information and descriptive questions part which mostly focus on L2 Motivational Self-System Framework (ideal self, ought-to self, and language learning experiences) and COTS game play. Semi-structured interviews are conducted with 15 volunteered EFL students in a research university through criterion sampling (Cohen et al., 2018). Participants included in the study are undergraduate EFL students who identifies themselves as gamers. Data are collected through face-to-face and online interviews (via Zoom) that took 45-60 minutes. In qualitative research design, data collection and data analysis go at the same time in order to lead to a coherent interpretation (Marshall & Rossman, 2006). Thus, after each interview which is recorded with the voice recorder is transcribed and raw data is prepared for analysis. Qualitative content analysis is used to present the data in a meaningful way and identify the similarities and differences (Miles & Huberman, 1994) by following four steps (a) encoding the data, (b) finding the themes, (c) arranging codes and themes, and (d) identifying and interpreting the findings (Yıldırım & Şimşek, 2013). The researchers started the data coding process within the framework of the L2 Motivational Self-System and the codes were varied in the form of words, word phrases, or paragraphs by varying the data that emerged during the data collection process. In order to increase external reliability, peer debriefing (Cresswell, 2014); to increase the external validity of the study analytical generalization (Yin, 2014) are used.

The preliminary findings indicated that COTS games’ capacity to encourage language learning is one of the key ways in which they can facilitate language learners’ L2 identity development. Considering characteristics of game-enhanced language learning, participants reported that digital gaming provides a real context for experiencing the target language, exposure to the daily life experience, and having fun while learning the language outside the class. For instance, COTS games offer language learners a chance to interact with native speakers, practice their foreign language in a fun and interesting way, and gain a deeper understanding of the culture surrounding the language. In addition to promoting authentic language learning opportunities, COTS games provide foreign language learners with opportunities to reflect on their own L2 identity. For example, foreign language learners encounter situations during the gameplay where they were required to respond to others, present themselves to others, and/or reflect on their language abilities, values, and beliefs about the target language and culture. Through these experiences, they are reported to gain a greater understanding of themselves and their own L2 identity.

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