Today, many young L2 learners play digital games daily on various platforms in an out of school context. This empirical study aims to examine if there are gender differences among the pupils that engage in extramural gaming, and if there are any effects on their English oral and written proficiency perceptions. To achieve this, 54 pupils and 21 teachers answered digital questionnaires about extramural digital gaming habits and the perception of English proficiency level in a classroom context. Consistent with prior research, this thesis results also indicate a gender difference. Boys and girls have different Extramural English (EE) gaming preferences and therefore, the learning process varies due to what type of game they play, and how much they interact with others. Teachers perceive that pupils have become more engaged in EE digital gaming and that a gender difference in English proficiency can be detected in the classroom. Prior research about gender differences and the correlation with enhanced English oral and written proficiency among young L2 learners is scarce and there is a need for further research.
Engelska