Video/digital games have grown into a mainstream language‐mediated activity that attracts millions of foreign language (FL) learners worldwide. While empirical studies have demonstrated that digital game‐based interactions offer valuable opportunities for FL practice and learning (e.g., Sundqvist & Wikström, 2015), little is known about the specific dynamics of FL use that facilitate FL learning. The present exploratory case study examined three Arabic learners’ game‐based FL use when playing the Arabic simulation‐management video game Baalty. The study was framed by an ecological approach to FL learning, and data were collected through gaming journals, interviews, observations, and think‐aloud protocol. Findings revealed that a number of specific dynamics including engagement, active FL use, and embodied meaning motivated, promoted, and scaffolded FL practice in the course of gameplay. Pedagogical and research implications are discussed.

Various empirical studies have demonstrated that digital gaming can promote second language (L2) use and learning and that game‐based L2 learning is a dynamic, emergent activity that is shaped by the interactions of different factors. Although a deeper understanding of gaming ecology on game‐based L2 use and learning is necessary to inform the selection and adaptation of digital games for L2 learning and teaching, to date the ecology of digital game‐based learning remains underexplored. To address this gap, the present exploratory case study investigated the effect of learners’ L2 proficiency, L2 learner identity, and gaming experience on the use of L2 in‐game discourse of six learners of Arabic when playing the simulation‐management video game Baalty. Informed by ecological approaches to L2 learning, data collected through questionnaires, think‐aloud protocols, observations, walk‐throughs, gaming journals, and interviews were analyzed and triangulated. Data analysis revealed that player–game interaction was deeply embedded in the gaming ecology and that learners’ L2 proficiency, L2‐learner identities, and gaming experience shaped the L2 learning potential of digital gaming. Pedagogical implications are discussed.

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The Challenge Despite an increase in research surrounding digital games and L2 learning, our understanding remains limited. This paper attempts to answer some key questions such as-What are the dynamics of linguistic interaction in massive-multiplayer online games? How are these interactions embedded in, and shaped by, different ecological forces? How could these dynamics motivate, facilitate, or scaffold digital game-based L2 use and practice?