Digital Gaming and Informal English Language Acquisition: Identity, Interaction, and Fluency Development among Indonesian Youth
Keywords:
Digital Informal Learning, English Fluency, Linguistic Identity, Online Gaming, Informal Language Learning
Abstract
This study explores how international online gaming communities serve as informal spaces for English language learning among Indonesian adolescents, focusing on communicative practices, fluency development, and linguistic identity formation. The study is motivated by the limited opportunities for authentic communication in Indonesian secondary schools, where English learning remains predominantly grammar- and exam-oriented. Employing a qualitative case study design, the research involved ten high school students in Jakarta who were active members of the Airaworlf gaming community. Data were collected through participant observation during international gaming sessions, voice chat recordings, chat log analysis, and in-depth interviews exploring participants’ experiences and perceptions of language learning through gaming. Thematic analysis was applied to identify communicative patterns, linguistic strategies, and socio-technological factors influencing language acquisition. The findings reveal that online gaming fosters spontaneous, contextual, and collaborative use of English. Participants demonstrated improvements in fluency, mastery of technical vocabulary, and intercultural communicative competence. English was used not only for strategic coordination but also to build team solidarity and negotiate identities in global digital spaces. Key enabling factors include intrinsic motivation, real communicative needs, international exposure, and supportive peer environments, while challenges involve exposure to impolite language and the absence of pedagogical guidance. The study highlights international gaming communities as authentic ecosystems for informal language learning in Indonesia, revealing the emergence of hybrid linguistic identities. It contributes to applied linguistics and foreign language education, particularly within Computer-Assisted Language Learning (CALL) and digital informal learning.
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References
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Kusuma, I. P. I., Dewi, N. L. P. E. S., & Paramartha, A. a. G. Y. (2024). Informal Digital Learning of English to Support a Formal Speaking Course: EFL Preservice Teachers’ Perceptions and Implementation Ideas. Turkish Online Journal of Distance Education, 25(4), 244–259. https://doi.org/10.17718/tojde.1360065
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Maulida, F. N., Mardiana, W., & Irfan, S. (2022). Exploring Teriary Students’ Experience of Informal Digital Learning of English for Boosting English Receptive Skills. Indonesian Journal of English Language Studies (IJELS), 8(2), 41–51. https://doi.org/10.24071/ijels.v8i2.5046
Muftah, M. (2024). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
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Darmawan, I. P. A., & Namsem, E. (2025). Mobile-Based Informal Learning and Digital Evangelism: Theological Students’ Use of Social Media in Indonesia. Advances in Mobile Learning Educational Research, 5(2), 1488–1500. https://doi.org/10.25082/AMLER.2025.02.006
Dewaele, J.-M. (2019). The Effect of Classroom Emotions, Attitudes Toward English, and Teacher Behavior on Willingness to Communicate Among English Foreign Language Learners. Journal of Language and Social Psychology, 38(4), 523–535. https://doi.org/10.1177/0261927X19864996
Doyle, L., McCabe, C., Keogh, B., Brady, A., & McCann, M. (2020). An overview of the qualitative descriptive design within nursing research. Journal of Research in Nursing, 25(5), 443–455. https://doi.org/10.1177/1744987119880234
Drajati, N. A., Tan, L., Wijaya, S. A., & Tyarakanita, A. (2024). Developing pre-service teachers’ intercultural communication competence: Learning through extracurricular informal digital learning of English. Studies in English Language and Education, 11(2), 855–872. https://doi.org/10.24815/siele.v11i2.34775
Egan, S. M., Pope, J., Moloney, M., Hoyne, C., & Beatty, C. (2021). Missing Early Education and Care During the Pandemic: The Socio-Emotional Impact of the COVID-19 Crisis on Young Children. Early Childhood Education Journal, 49(5), 925–934. https://doi.org/10.1007/s10643-021-01193-2
Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131(12), 106297. https://doi.org/10.1016/j.childyouth.2021.106297
Hamat, A., & Abu Hassan, H. (2019). Use of Social Media for Informal Language Learning by Malaysian University Students. 3L The Southeast Asian Journal of English Language Studies, 25(4), 68–83. https://doi.org/10.17576/3L-2019-2504-05
Handayani, R. D., Syafei, M., & Utari, A. R. P. (2020). The Use of Social Media for Learning English. Prominent, 3(2), 269–276. https://doi.org/10.24176/pro.v3i2.5381
Hiver, P., Al-Hoorie, A. H., Vitta, J. P., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research, 28(1), 201–230. https://doi.org/10.1177/13621688211001289
Huang, W., Hew, K. F., & Fryer, L. K. (2022). Chatbots for language learning—Are they really useful? A systematic review of chatbot‐supported language learning. Journal of Computer Assisted Learning, 38(1), 237–257. https://doi.org/10.1111/jcal.12610
Ismail, I. S., & Shafie, N. H. (2019). English Informal Language Learning through Social Networking Sites Among Malaysian University Students. Asian Journal of University Education, 15(3), 211. https://doi.org/10.24191/ajue.v15i3.7800
Ismail, S., Zaim, M., & Mukhaiyar, M. (2019). Student Perspective in Using Social Media As a Tool in English Language Learning. Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018), 493–497. https://doi.org/10.2991/icoie-18.2019.106
Ismiatun, F., & Suhartoyo, E. (2022). An Investigation on The Use of Social Strategies in Online EFL Learning. Education and Human Development Journal, 7(01), 97–106. https://doi.org/10.33086/ehdj.v7i01.2314
Karjo, C. H. (2020). Fostering the Use of Social Media towards Students’ Learning. Journal of Physics: Conference Series, 1477(4), 042011. https://doi.org/10.1088/1742-6596/1477/4/042011
Kawar, L. N., Dunbar, G. B., Aquino-Maneja, E. M., Flores, S. L., Squier, V. R., & Failla, K. R. (2024). Quantitative, Qualitative, Mixed Methods, and Triangulation Research Simplified. The Journal of Continuing Education in Nursing, 55(7), 338–344. https://doi.org/10.3928/00220124-20240328-03
Khalid, O. (2023). Integrating Informal Digital Learning of English (IDLE) into Teaching Reading Skills to EFL Learners in Some Sudanese Secondary Schools. Journal of Namibian Studies : History Politics Culture, 33(2), 448–458. https://doi.org/10.59670/jns.v33i.444
Kurupınar, A., & Kanmaz, T. (2023). A Study into Learning Losses of Preschool Children in Covid-19 Pandemic. Journal of Qualitative Research in Education, 23(35), 24–76. https://doi.org/10.14689/enad.35.1569
Kusuma, I. P. I., Dewi, N. L. P. E. S., & Paramartha, A. a. G. Y. (2024). Informal Digital Learning of English to Support a Formal Speaking Course: EFL Preservice Teachers’ Perceptions and Implementation Ideas. Turkish Online Journal of Distance Education, 25(4), 244–259. https://doi.org/10.17718/tojde.1360065
Lee, J. S., Chen, J., & Drajati, N. A. (2024). Informal digital learning of English and perceptions of using EIL materials: attitude toward varieties of English as a mediator. Journal of Multilingual and Multicultural Development, 45(5), 1762–1777. https://doi.org/10.1080/01434632.2021.2021213
Lee, J. S., & Sylvén, L. K. (2021). The role of Informal Digital Learning of English in Korean and Swedish EFL learners’ communication behaviour. British Journal of Educational Technology, 52(3), 1279–1296. https://doi.org/10.1111/bjet.13082
Lee, J. S., & Xie, Q. (2023). Profiling the affective characteristics of EFL learners’ digital informal learning: A person-centered approach. Innovation in Language Learning and Teaching, 17(3), 552–566. https://doi.org/10.1080/17501229.2022.2085713
Lutfiana, Z., Kristina, D., & Sumardi, S. (2021). Online Informal Learning of English Activities to Improve Students’ English Communication Skills. AL-ISHLAH: Jurnal Pendidikan, 13(3), 1909–1916. https://doi.org/10.35445/alishlah.v13i3.1018
MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94(12), 102352. https://doi.org/10.1016/j.system.2020.102352
Maulida, F. N., Mardiana, W., & Irfan, S. (2022). Exploring Teriary Students’ Experience of Informal Digital Learning of English for Boosting English Receptive Skills. Indonesian Journal of English Language Studies (IJELS), 8(2), 41–51. https://doi.org/10.24071/ijels.v8i2.5046
Muftah, M. (2024). Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), 211–226. https://doi.org/10.1108/PRR-10-2021-0060
Muhdi, Nurkolis, & Yuliejantiningsih, Y. (2020). The Implementation of Online Learning in Early Childhood Education During the Covid-19 Pandemic. JPUD - Jurnal Pendidikan Usia Dini, 14(2), 247–261. https://doi.org/10.21009/JPUD.142.04
Mulyono, H., Falah, Z. A., Suryoputro, G., & Ibarra, F. (2024). Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study. Discover Education, 3(1), 187. https://doi.org/10.1007/s44217-024-00268-7
Muurlink, O., & Thomsen, B. (2024). Qualitative Research Approaches to Social Phenomena. In Advanced Research Methods for Applied Psychology (pp. 99–110). Routledge. https://doi.org/10.4324/9781003362715-10
Naghdipour, B. (2022). ICT-enabled informal learning in EFL writing. Journal of Second Language Writing, 56(12), 100893. https://doi.org/10.1016/j.jslw.2022.100893
Nugroho, A., Van, D. T. H., Putra, H. R., & Nanda, G. A. (2022). To What Extent Does Informal Digital Learning of English Contribute to Learners’ Communicative Competence? Tadris: Jurnal Keguruan Dan Ilmu Tarbiyah, 7(2), 409–422. https://doi.org/10.24042/tadris.v7i2.13500
Priya, A. (2021). Case Study Methodology of Qualitative Research: Key Attributes and Navigating the Conundrums in Its Application. Sociological Bulletin, 70(1), 94–110. https://doi.org/10.1177/0038022920970318
Rezai, A., Soyoof, A., & Reynolds, B. L. (2024). Effectiveness of informal digital learning of English on EFL learners’ vocabulary knowledge: a mixed-methods investigation. Computer Assisted Language Learning, 45(1), 1–26. https://doi.org/10.1080/09588221.2024.2350419
Sari, A. P. (2020). The Advantages and Disadvantages of English Learning For Early Childhood Education in Indonesia. Global Expert: Jurnal Bahasa Dan Sastra, 8(1), 1–15. https://doi.org/10.36982/jge.v8i1.955
Shadiev, R., & Yang, M. (2020). Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability, 12(2), 524–534. https://doi.org/10.3390/su12020524
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., & Akinkuolie, B. (2023). Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020. Computer Assisted Language Learning, 36(3), 517–554. https://doi.org/10.1080/09588221.2021.1933540
Singh, D. N., & Guruprasad, D. N. (2019). Impact of Social Media on Youth. SSRN Electronic Journal, 10(8), 426–432. https://doi.org/10.2139/ssrn.3506607
Soyoof, A., Reynolds, B. L., Vazquez-Calvo, B., & McLay, K. (2023). Informal digital learning of English (IDLE): a scoping review of what has been done and a look towards what is to come. Computer Assisted Language Learning, 36(4), 608–640. https://doi.org/10.1080/09588221.2021.1936562
Stanley, M. (2023). Qualitative Descriptive. In Qualitative Research Methodologies for Occupational Science and Occupational Therapy (pp. 52–67). Routledge. https://doi.org/10.4324/9781003456216-4
Sundler, A. J., Lindberg, E., Nilsson, C., & Palmér, L. (2019). Qualitative thematic analysis based on descriptive phenomenology. Nursing Open, 6(3), 733–739. https://doi.org/10.1002/nop2.275
Taquette, S. R., & Souza, L. M. B. da M. (2022). Ethical Dilemmas in Qualitative Research: A Critical Literature Review. International Journal of Qualitative Methods, 21(12), 8731. https://doi.org/10.1177/16094069221078731
Thorne, S. L., & Smith, B. (2011). Second Language Development Theories and Technology-mediated Language Learning. CALICO Journal, 28(2), 268–277. https://doi.org/10.11139/cj.28.2.268-277
Uğraş, M., Zengin, E., Papadakis, S., & Kalogiannakis, M. (2023). Early Childhood Learning Losses during COVID-19: Systematic Review. Sustainability, 15(7), 6199. https://doi.org/10.3390/su15076199
Wang, Y., Derakhshan, A., & Zhang, L. J. (2021). Researching and Practicing Positive Psychology in Second/Foreign Language Learning and Teaching: The Past, Current Status and Future Directions. Frontiers in Psychology, 12(1), 1–10. https://doi.org/10.3389/fpsyg.2021.731721
Wijaya, S. A., Asib, A., & Suparno, S. (2021). Portraying Informal Digital Learning of English from Management, Beliefs, and Practices. Register Journal, 14(2), 157–184. https://doi.org/10.18326/rgt.v14i2.157-184
Wu, R. (2023). The relationship between online learning self-efficacy, informal digital learning of English, and student engagement in online classes: the mediating role of social presence. Frontiers in Psychology, 14(1), 1266009. https://doi.org/10.3389/fpsyg.2023.1266009
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Published
2025-08-25
How to Cite
Santosa, R., & Pratama, M. R. (2025). Digital Gaming and Informal English Language Acquisition: Identity, Interaction, and Fluency Development among Indonesian Youth. Jurnal Tahuri, 22(2), 83-101. https://doi.org/10.30598/tahurivol22issue2page83-101
Section
Articles
Copyright (c) 2025 Rika Santosa, Muhammad Rizky Pratama
This work is licensed under a Creative Commons Attribution 4.0 International License.
