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Abstract
Digital game-based learning has increasingly been recognized as a promising approach to supporting language development beyond formal classroom settings (Gee, 2007; Peterson, 2013). This study investigates how Roblox, a widely used online multiplayer gaming platform, supports English vocabulary development among high school students in Thu Duc City, Ho Chi Minh City.
A quantitative survey was conducted with 100 Grade 11 students from a public high school. The questionnaire examined students’ gaming frequency, preferred game genres, perceptions of vocabulary learning, and the in-game activities that contribute most to language development. Descriptive statistics were used to analyze the data.
The findings suggest that Roblox functions as an effective supplementary digital environment for vocabulary development. A large proportion of students reported frequent engagement with the platform, with 40% playing daily and 30% several times a week. Role-playing and adventure games were the most preferred genres, indicating that interaction-rich and text-based contexts provide greater opportunities for vocabulary exposure. Notably, 65% of participants believed that Roblox contributed positively to their English vocabulary learning. Among the in-game features, chatting with other players was identified as the most beneficial factor (50%), followed by reading game instructions and objectives (30%). These findings align with previous studies on incidental vocabulary acquisition in multiplayer games (Sundqvist & Wikström, 2015; Reinders & Wattana, 2015).
The study highlights the pedagogical potential of integrating students’ digital gaming experiences into ESL-oriented instructional practices in Vietnam.
