Conceptualising multilingual classrooms as a digital gamified translanguaging space: fostering language learning motivation and reducing foreign language anxiety in content and language learning
Open accessAbstract
Research in computer-assisted-language-learning has shown that digital game-based learning can enhance L2 students’ motivation, improve students’ L2 proficiency, and alleviate L2 anxiety. However, few qualitative studies have conducted fine-grained analyses to examine how teachers strategically integrate online games as pedagogical tools to facilitate learning and sustain students’ motivation in content and language learning. Adopting a translanguaging lens, this study investigates empirical data from two distinct multilingual classroom settings: an English-Medium-Instruction Mathematics classroom and a Chinese-as-an-Additional-Language classroom. The paper explores how the creation of a digital gamified translanguaging space in these contexts can foster student motivation and reduce students’ anxiety in learning both subject matter and target languages. Methodologically, the study employs Multimodal Conversation Analysis to examine classroom interactions, triangulated with video-stimulated recall interviews with teachers and students that were analysed using Interpretative Phenomenological Analysis. The paper introduces the notion of a digital gamified translanguaging space, emphasising how digital games create opportunities for teachers and students to fully leverage their linguistic repertoires while cultivating an engaging learning environment. It is argued that such a space enables teachers to deliver content and language instruction, promote active participation, sustain students’ motivation and alleviate students’ anxiety in learning new disciplinary and linguistic knowledge.
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Learning environments that tolerate mistakes, opportunities for anonymous interaction, and individual learning pace can partially offset the destructive effects of anxiety on the learning process by reducing the fear of negative evaluation.
“Learning environments that tolerate mistakes, opportunities for anonymous interaction, and individual learning pace can partially offset the destructive effects of anxiety on the learning process by reducing the fear of negative evaluation (Al-Aosail et al., 2024; Tai and Choi, 2025; Yang et al., 2024).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Tai and Choi, 2025
In “Extract 2” (page not provided), the paper says a low-stakes environment where mistakes are accepted can reduce students’ anxiety and fear of embarrassment. “Theorising the notion of digital gamified translanguaging space” mentions anonymous leaderboards, but does not establish anonymous interaction or individual learning pace as ways to reduce fear of negative evaluation. (LLM, conf=0.86)
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- Authors
- Tai, K. W. H., & Choi, K. C. K.
- Affiliations
- University College London (GB)
- University of Hong Kong (HK)
- Corresponding author
- Tai, Kevin W. H.
- Venue
- Journal of Multilingual and Multicultural Development
- Publisher
- Informa UK Limited
- Published
- 2025-11-10
- Volume
- 47
- Issue
- 8
- Pages
- 5036-5071
- ISSN
- 0143-4632 (ISSN-L)
- 1747-7557
- OpenAlex
- W4416077904
- Cited by
- 11
- References
- 43
- Citations by year
- 2026: 10 · 2025: 1
- FWCI
- 37.44
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Journal of Multilingual and Multicultural Development (publishedVersion, cc-by-nc-nd)
- The HKU Scholars Hub (University of Hong Kong) (publishedVersion)
- Funders
- General Research Fund
- Research Grants Council of Hong Kong, University Grants Committee (17620024, 27616923)
- Topics
- Social Sciences › Linguistics and Language › Multilingual Education and Policy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
- Keywords
- translanguaging, digital game-based learning, gamification, multilingual classrooms, language learning motivation, foreign language anxiety, English-medium instruction, mathematics education, teacher pedagogical strategies, linguistic repertoire, classroom interaction
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