Abstract Despite the prevalence of digital gaming as a leisure activity and research attesting to the affordances of digital game-based language learning (DGBLL) for English as a foreign language (EFL), the use of DGBLL remains low, especially outside the United States. A survey was carried out in order to understand both the beliefs and behaviors of pre-service EFL teachers in Germany regarding DGBLL. Utilizing constructs from a variety of instruments, students were asked about their prior experience with digital media for language learning, their perceived language skills and language learning strategies, their digital game playing behaviors, their digital language learning behaviors, and their beliefs regarding DGBLL. The results demonstrate that the cohort engages in limited DGBLL despite holding generally positive beliefs about the activity. While favorable beliefs were found to be inversely related to prior experience in formal school settings, current engagement in game playing affects perceived English language skills and language learning strategies positively. These findings have significant implications for EFL teacher education as regards DGBLL and further illuminate the habits and attitudes of so-called “digital natives.”

中文翻译：

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游戏人（不）玩：对职前 EFL 教师对基于数字游戏的语言学习的行为和信念的分析

摘要 尽管数字游戏作为一种休闲活动盛行并且研究证明了基于数字游戏的语言学习 (DGBLL) 对英语作为外语 (EFL) 的可供性，但 DGBLL 的使用率仍然很低，尤其是在美国以外。进行了一项调查，以了解德国职前 EFL 教师对 DGBLL 的信念和行为。利用来自各种工具的结构，学生被问及他们之前在数字媒体方面的语言学习经验、他们感知的语言技能和语言学习策略、他们的数字游戏行为、他们的数字语言学习行为以及他们对 DGBLL 的信念。结果表明，尽管对该活动持有普遍积极的信念，但该队列参与了有限的 DGBLL。虽然发现有利的信念与之前在正规学校环境中的经验呈负相关，但目前玩游戏的参与度会积极影响感知的英语语言技能和语言学习策略。这些发现对 EFL 教师教育在 DGBLL 方面具有重要意义，并进一步阐明了所谓的“数字原住民”的习惯和态度。