Exploring Vocabulary Learning and Attitude Change in Second Language Acquisition Through Digital Gameplay in Out-of-Class Contexts

The present study investigates vocabulary learning gains and attitudinal changes by comparing structured and unstructured DGBLL contexts. To deepen the analysis, a mixed-methods design is employed, integrating both quantitative and qualitative data to provide a comprehensive understanding of the observed outcomes. The present study aims to contribute empirical evidence on the educational potential of digital games, particularly within informal language learning environments.The findings are expected to contribute to the field of DGBLL by offering practical insights and recommendations for language educators, including those who currently use or plan to use digital games and those unfamiliar with digital games.To guide this investigation, the following research questions have been formulated:1. How do structured and unstructured DGBLL contexts differ in terms of vocabulary acquisition gains, attitudinal shifts, and the interrelations among these aspects?2. What factors do EFL learners in each group believe contribute to their vocabulary learning gains?<br>