Date of Graduation

Spring 5-21-2026

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

College/School

School of Education

Department

Learning and Instruction

Program

Learning & Instruction EdD

First Advisor

Sedique Popal

Second Advisor

Kevin Oh

Third Advisor

Michael Duffy

Abstract

Game-based learning (GBL) has gained increasing attention as an instructional strategy in foreign language education due to its potential to enhance motivation, engagement, and language acquisition. However, most existing research has focused on young learners or on languages other than Chinese, leaving a gap in understanding of how games are used to teach Chinese as a Foreign Language (CFL) to adult learners. In addition, prior studies have primarily examined learners’ perspectives, with limited attention to teachers’ instructional practices when implementing game-based instruction. The purpose of this mixed-methods study was to explore how CFL teachers integrate nondigital and digital games in adult language classrooms, the types of games they use to support language development, the pedagogical approaches guiding their implementation, and the challenges teachers encounter in sustaining game-based learning.

This study was informed by three complementary theoretical frameworks: Kagan’s Cooperative Learning theory, Gardner’s Multiple Intelligences theory, and Krashen’s Natural Approach to second language acquisition.

A mixed-methods research design was employed. Quantitative and qualitative data were collected through a 40-item Qualtrics survey, including multiple-choice

questions, 5-point scales, and open-ended questions, administered to 51 college-level CFL instructors teaching adult learners at a language institute in California. After collecting the survey data, six semi-structured interviews were conducted via Zoom to gain deeper insights into teachers’ experiences and instructional strategies for integrating games into their classrooms.

The findings indicate that Game-based learning is widely used among CFL instructors to teach vocabulary, culture, grammar, reading, listening, and speaking. Teachers employ diverse activities such as role-play, flashcards, board games, and digital tools, including Kahoot, Quizlet, Padlet, Pleco, Anki, and Edpuzzle. Multiple pedagogical approaches guide implementation, including communicative, multimodal, constructivist, behaviorist, and task-based methods. Time and preparation demand remain the main challenges. Teachers also highlighted the need for institutional support, including access to shared resources and curriculum-aligned materials.

The findings suggest that effective game-based learning in adult CFL instruction requires aligning games with clear linguistic goals, balancing digital and nondigital activities, integrating multiple pedagogical approaches, and ensuring cooperative accountability. Institutional support and adaptable materials further promote sustainable and effective implementation.

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