Students’ experiences of computer games and ELL: From phenomenological perspective

Computer games are in complex environments, and very little is known about their instructional effectiveness. Because no qualitative research have specifically targeted language learning via computer games, the study is undertaken to explore students’ experiences of computer games from Phenomenological perspective. The data, collected through observations and semi-structured interviews, was analyzed through phenomenological data analysis steps. This qualitative study focuses on examining how online games contribute to students’ language learning.