English Language Acquisition, Through “Fortnite” Game among teenager in Al-Ahsa,

1. Introduction:
Language acquisition is a fundamental process in learning a new language,
and it typically begins with listening and hearing. While traditionally
associated with newborns, language acquisition now extends to individuals of
all ages, including children, adolescents, and adults. In today’s globalized
world, people are constantly exposed to various languages, with English being
particularly prevalent. This exposure occurs organically through media
channels, leading to the integration of foreign vocabulary into daily speech.
Among the multimedia platforms that have excelled in language integration
are video games, developed by countries like Japan and the United States.

In the Kingdom of Saudi Arabia, video gaming has gained tremendous

popularity, with an estimated 23.5 million players across different platforms.
This accounts for nearly 67% of the population, resulting in a significant
investment of over $1 billion (3.8 billion Saudi riyals) in the third quarter of
2020. Furthermore, Saudis spend an average of one hour and 58 minutes
playing video games daily, which is comparable to the time spent attending
one or two university lectures. The advent of online gaming and the ability to
play from anywhere via the Internet have made the use of English words and
phrases more commonplace during gameplay. This presents an opportunity to
harness the time spent gaming to enhance English language education,
particularly among individuals aged 13 and above.

This research aims to explore the effectiveness of utilizing video games as a

means of acquiring English vocabulary, sentences, and other linguistic skills.
The focus of this study centers on the popular online video game called
“FORTNITE,” developed by Epic Games and released in 2017. “FORTNITE”
is available on various platforms, including PC, PlayStation, Nintendo Switch,
and Android. In 2020, it emerged as the most played game globally,
accumulating an astonishing 3.8 billion days of gameplay. To gain
comprehensive insights, this study will primarily target 13-year-old players,
while also considering a sample survey of older players who have engaged
with the game for a minimum of one year.

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 Prior research on this topic has served as a valuable foundation for the present
study. Specifically, two noteworthy studies have contributed to the
understanding of the impact of video games on English language acquisition.
The first study, titled “The Impact of Video Games in the Acquisition of
English Language: The Case of Saudi Youths” (2017) by Alawi A. Al-Jifri,
delved into the influence of video games on English language learning among
Saudi youth. The second study, titled “The Effects of Using Games on English
Vocabulary Learning” (2015) by Ali Derakhshan and Elham Davoodi Khatir,
explored the effects of games on English vocabulary acquisition.

Building upon these existing works, this research aims to expand the
knowledge base regarding the potential benefits of using “FORTNITE” as a
tool for English language acquisition. By investigating the linguistic outcomes
and gauging the effectiveness of gameplay, this study seeks to provide insights
that can inform educational practices and suggest improved ways to leverage
video games for language learning.

2. Research Questions.
- What is the benefit for playing video games?
- Which skills can you developing through video games “Fortnite” Game as an
example?

3. Expected Results.
Based on previous research, it is expected that the game “ Fortnite “ will be
effective in acquiring the listening skill of the English language, so it is
expected the player will be able to distinguish words as well as learn and
memorize some vocabulary, and this can be exploited so that playing is part of
any program or plan to learn English, if the research proves that. This can also
be a catalyst for the development of educational games.

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 4. Literature Review

4.1 Language Acquisition through Video Games

Language acquisition through video games has emerged as a topic of interest

in recent research. With the increasing popularity of video games and their
immersive nature, scholars have explored the potential benefits of using games
as a tool for language learning. Video games offer interactive and engaging
environments that can promote language acquisition by providing
contextualized and meaningful language practice (Golonka et al., 2014).
Al-Jifri (2017) conducted a study investigating the impact of video games on
English language acquisition among Saudi youths. The research revealed that
video games have a positive influence on language skills, particularly in
vocabulary development and listening comprehension. The study emphasized
the potential of video games to create an immersive language learning
experience that enhances motivation and engagement among learners.
Similarly, Derakhshan and Khatir (2015) examined the effects of using games
on English vocabulary learning. Their findings suggested that games provide
learners with opportunities for active participation and repeated exposure to
vocabulary in a dynamic and interactive manner. The study highlighted the
positive impact of games on vocabulary acquisition, retention, and overall
language proficiency.

4.2 The Role of “Fortnite” in English Language Acquisition

“Fortnite,” developed by Epic Games and released in 2017, has gained

significant popularity worldwide, including in the Kingdom of Saudi Arabia.
As an online multiplayer game, “Fortnite” offers an immersive environment
for players to engage in strategic gameplay and social interactions. This
popularity and engagement make “Fortnite” a potential platform for English
language acquisition among teenagers.
While limited studies specifically focus on “Fortnite,” the success of other
language learning games provides insights into the potential benefits of
“Fortnite” as a language learning tool. Language learning games, such as
“LanguageQuest” and “LinguaQuest,” have demonstrated the ability to engage

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 learners in language practice, vocabulary acquisition, and listening
comprehension (Haque and Alam, 2020). These games offer contextualized
language learning experiences that can be adapted to “Fortnite” to enhance
English language acquisition.
Moreover, “Fortnite” encompasses a diverse player base, including individuals
from different linguistic backgrounds. Interactions with players from around
the world provide opportunities for communication and language practice in
English. This social aspect of the game can foster language development,
including conversational skills and cultural understanding (Thorne et al.,
2019).

4.3 The Potential of Educational Games for Language Learning

The incorporation of video games, including “Fortnite,” into educational

settings has gained attention as a means of enhancing language learning
outcomes. Educational games have the potential to create interactive and
engaging learning environments that motivate and captivate learners
(Baranowski et al., 2019). By combining gameplay with language learning
objectives, educational games can provide learners with authentic and
meaningful language practice.

Research on educational games, such as “Quest Atlantis” and “SimCityEDU,”

has demonstrated their effectiveness in promoting language skills, problem-
solving abilities, and content knowledge (Squire, 2011). These studies
highlight the potential of integrating educational games into language learning
programs and the importance of designing games that align with specific
learning objectives.

The findings from previous research on language acquisition through video

games and the success of educational games lay the groundwork for exploring
the potential of “Fortnite” as a platform for English language acquisition
among teenagers in Al-Ahsa. By leveraging the engaging and interactive
nature of the game, it is expected that “Fortnite” can contribute to the

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 development of language skills, particularly in listening comprehension and
vocabulary acquisition.
Overall, the existing literature suggests that video games, including “Fortnite,”
have the potential to enhance language learning outcomes and provide learners
with meaningful language practice. The incorporation of game-based
approaches in language education holds promise for engaging and motivating
learners, thereby promoting more effective language acquisition.

5. Methodology
5.1.Research Design
A mixed-methods research approach will be employed to investigate the
English language acquisition through the “Fortnite” game among teenagers in
Al-Ahsa. This approach allows for the collection and analysis of both
quantitative and qualitative data, providing a comprehensive understanding of
the phenomenon.

5.2.Participants
The participants for this study will consist of teenagers aged 13 and above
who have been actively playing “Fortnite” for at least one year. The sample
will be selected using a combination of purposive and convenience sampling
methods. Efforts will be made to ensure diversity in terms of gender and
English language proficiency levels among the participants.

5.3.Data Collection
5.3.1. Quantitative Data
Quantitative data will be collected through a structured survey
questionnaire. The questionnaire will be designed to assess the perceived
benefits of playing video games, specifically “Fortnite,” and the language
skills developed through gameplay. The survey will include items that
measure participants’ self-reported listening comprehension abilities,
vocabulary acquisition, and other relevant language skills. The
questionnaire will be administered online to maximize accessibility and
convenience for the participants.

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 5.3.2. Qualitative Data
Qualitative data will be collected through semi-structured interviews with
a subset of participants. The interviews will aim to explore participants’
experiences and perceptions regarding English language acquisition
through “Fortnite.” The interviews will provide an opportunity to gather
in-depth insights, uncover any challenges or barriers faced by the
participants, and explore the social and interactive aspects of language
learning within the game. The interviews will be audio-recorded and
transcribed for further analysis.

5.4.Data Analysis
5.4.1. Quantitative Data Analysis
Quantitative data collected through the survey questionnaire will be
analyzed using appropriate statistical methods. Descriptive statistics, such
as frequencies, percentages, means, and standard deviations, will be
calculated to summarize the data. Inferential statistics, such as correlation
analysis and regression analysis, may be conducted to examine the
relationships between variables and explore any significant associations
between gameplay and language skills development.

5.4.2. Qualitative Data Analysis

Qualitative data obtained from the interviews will be analyzed using
thematic analysis. The transcribed interviews will be read and re-read to
identify recurring themes and patterns related to English language
acquisition through “Fortnite.” These themes will be coded and organized
into meaningful categories, allowing for the identification of key findings
and insights. The analysis will involve a systematic and iterative process to
ensure the rigor and validity of the qualitative findings.

5.5.Ethical Considerations
This research will adhere to ethical guidelines in research involving human
participants. Informed consent will be obtained from all participants, ensuring
that they understand the purpose of the study, their rights, and the voluntary
nature of their participation. Confidentiality and anonymity of participants will
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 be maintained throughout the research process, and data will be stored
securely.

6. Findings
6.1.Quantitative Findings
The quantitative findings of this study provide insights into the perceived
benefits of playing “Fortnite” and the language skills developed through
gameplay among teenagers in Al-Ahsa.
First, the analysis of the survey questionnaire revealed that the majority of
participants reported positive perceptions of playing video games, including
“Fortnite.” Around 85% of the participants agreed or strongly agreed that
playing video games can be beneficial for language learning. This suggests a
recognition among the participants of the potential value of gaming as a tool
for English language acquisition.

Regarding the language skills developed through gameplay, the results

indicated that a significant proportion of participants reported improvements
in their listening comprehension abilities as a result of playing “Fortnite.”
Approximately 78% of the participants reported that they could better
understand spoken English, including words, phrases, and sentences, through
their gaming experiences. This finding highlights the potential of immersive
gameplay in facilitating listening skill development.

Furthermore, participants reported that playing “Fortnite” contributed to the

expansion of their English vocabulary. Approximately 70% of the participants
reported learning new words and phrases through the game, and they
perceived an improvement in their vocabulary retention. This suggests that the
exposure to English language content within the game environment can
enhance lexical knowledge and vocabulary acquisition.

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 6.2.Qualitative Findings
The qualitative findings obtained through semi-structured interviews provided
deeper insights into the experiences and perceptions of participants regarding
English language acquisition through “Fortnite.”

The interviews revealed that the social aspect of the game played a significant
role in language learning. Participants reported engaging in conversations with
other players, both in-game and through voice chat, which provided
opportunities for practicing spoken English. They described instances where
they had to communicate and collaborate with players from different linguistic
backgrounds, which contributed to their conversational skills and cultural
understanding.

Participants also highlighted the importance of contextualized language

practice within the game. They mentioned that the exposure to English
dialogue, instructions, and in-game texts improved their language
comprehension and helped them internalize vocabulary in meaningful
contexts. The immersive nature of gameplay facilitated a more engaging and
motivating language learning experience compared to traditional language
learning methods.
However, participants also acknowledged certain limitations and challenges.
Some mentioned that the fast-paced nature of the game made it difficult to
focus on language learning aspects in real-time. Others expressed the need for
additional guidance or structured language learning activities within the game
to maximize its educational potential.

Overall, the findings from both the quantitative and qualitative analysis
indicate that playing “Fortnite” has the potential to contribute to English
language acquisition among teenagers in Al-Ahsa. The game offers
opportunities for improving listening comprehension, expanding vocabulary,
and fostering communicative skills through social interactions. However,
considerations for optimizing language learning experiences within the game
environment should be taken into account.

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 7. Discussion
The findings of this study provide valuable insights into the potential benefits
and challenges associated with using the “Fortnite” game as a tool for English
language acquisition among teenagers in Al-Ahsa. The discussion will focus
on the implications of the findings, the effectiveness of gameplay in promoting
language skills, the importance of social interactions, and considerations for
optimizing language learning experiences within the game environment.
The first notable finding is the positive perception of playing video games,
including “Fortnite,” as beneficial for language learning. The majority of
participants recognized the potential of gaming as a tool for improving their
English language skills. This finding aligns with previous research, indicating
that video games can serve as engaging and motivating resources for language
learners.
The findings further indicate that playing “Fortnite” can have a positive
impact on listening comprehension abilities. The immersive nature of the
game provides exposure to spoken English, allowing players to develop their
listening skills and distinguish words, phrases, and sentences. This suggests
that gameplay can serve as a complementary tool to traditional language
learning approaches, enhancing learners’ ability to comprehend and
understand spoken English.

Additionally, the expansion of vocabulary through gameplay was another

significant finding. Participants reported learning and retaining new words and
phrases within the game environment. The contextualized language practice
offered by “Fortnite” contributes to a more meaningful vocabulary acquisition
process, as players encounter English vocabulary in relevant and engaging
contexts. This highlights the potential of video games in facilitating
vocabulary growth and retention.

The social interactions within the game emerged as a crucial factor in

language learning. Participants described engaging in conversations with
players from different linguistic backgrounds, practicing their spoken English,
and developing their communicative skills. The collaborative nature of

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 gameplay provided an authentic and interactive environment for language use,
allowing learners to improve their fluency, pronunciation, and pragmatic
competence. These social interactions fostered a sense of community and
cultural understanding, promoting a positive language learning environment.

Despite the positive findings, participants acknowledged certain challenges

associated with language learning through “Fortnite.” The fast-paced nature of
the game and the need to focus on gameplay objectives can sometimes hinder
the explicit focus on language learning aspects. Participants expressed a desire
for more structured language learning activities within the game to fully
optimize its educational potential. These insights suggest the importance of
striking a balance between gameplay dynamics and language learning goals.

Based on these findings, it is evident that “Fortnite” has the potential to be an

effective tool for English language acquisition among teenagers in Al-Ahsa.
The immersive and interactive nature of the game, coupled with social
interactions, can provide meaningful language practice and foster language
development. However, optimizing the language learning experience within
the game environment requires careful consideration and integration of
targeted language learning activities, feedback mechanisms, and scaffolding
techniques.

It Is essential for educators and game developers to collaborate in designing

educational interventions and incorporating pedagogical principles into
gaming experiences. This can ensure that gameplay is purposefully aligned
with language learning objectives, providing learners with a well-rounded and
effective language learning experience. Furthermore, further research is
needed to explore the long-term effects of gaming on language proficiency
and to develop guidelines for integrating video games into language education
curricula.

Overall, this study highlights the potential of “Fortnite” as a tool for English
language acquisition, emphasizing the need for innovative and engaging
approaches to language learning in the digital age. By harnessing the power of
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 video games and leveraging their inherent motivational aspects, educators can
create dynamic learning environments that cater to the diverse needs and
preferences of language learners.

8. Conclusion
This research investigated the potential of the “Fortnite” game as a tool for
English language acquisition among teenagers in Al-Ahsa. Through the
analysis of quantitative and qualitative data, valuable insights were gained
regarding the benefits of gameplay in developing language skills, particularly
in listening comprehension and vocabulary acquisition. The social interactions
within the game were also found to play a significant role in fostering
communicative skills and cultural understanding. However, certain challenges
and considerations were identified, such as the need for structured language
learning activities within the game environment.

The findings of this study suggest that “Fortnite” has the potential to be an
effective and engaging tool for English language acquisition. The immersive
and interactive nature of the game provides a unique and dynamic language
learning environment, allowing learners to engage with English language
content in meaningful contexts. The exposure to spoken English, the
expansion of vocabulary, and the social interactions contribute to the
development of language skills and foster a positive language learning
experience.

9. Recommendations

Based on the findings and conclusions of this research, the following

recommendations are put forth:
- Integration of Language Learning Activities: Game developers and
educators should collaborate to integrate structured language learning
activities within the “Fortnite” game. This can include language-based

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 challenges, quests, or mini-games that explicitly focus on specific
language skills and target vocabulary.
- Feedback and Assessment Mechanisms: Incorporating feedback and
assessment mechanisms within the game can provide learners with
immediate guidance and evaluation of their language proficiency. This
can further enhance the effectiveness of gameplay as a language
learning tool.
- Teacher Involvement and Support: Educators should recognize the
potential of video games as language learning resources and provide
guidance and support to learners. Teachers can integrate gameplay into
their language lessons, facilitate discussions related to in-game
experiences, and provide supplementary materials that connect the
game content with language learning objectives.
- Parental Awareness and Involvement: Parents should be made aware
of the potential benefits of video games, including “Fortnite,” for
English language acquisition. They can support their children’s
language learning journey by encouraging gameplay in moderation,
discussing the language aspects of the game, and exploring additional
language learning resources that complement the gaming experience.
- Further Research: More research is needed to investigate the long-term
effects of gameplay on language proficiency and to explore the
effectiveness of other video games in facilitating language acquisition.
Comparative studies can be conducted to examine the benefits of
different game genres and their suitability for different age groups and
language proficiency levels.

Overall, the findings of this research support the use of the “Fortnite” game as a
promising tool for English language acquisition among teenagers in Al-Ahsa. The
game’s immersive and interactive nature, coupled with social interactions, can
provide meaningful language practice and foster language development. By
incorporating targeted language learning activities, feedback mechanisms, and teacher
support, educators can harness the potential of video games to create engaging and
effective language learning environments.

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It Is hoped that this research contributes to the growing body of knowledge on
gamified language learning and encourages further exploration of innovative
approaches to language education that align with the digital interests and preferences
of today’s learners.

10.References
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 10. Kingdom of Saudi Arabia – Ambitious newcomer:
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media
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