Investigating Pre-University Students’ Perceptions of Using the Among Us Video Game as an ESL Teaching Tool

Abstract

The integration of video games into educational contexts, particularly Among Us, has gained significant attention for its potential to engage and enhance students' learning experiences. In response to the global demand for English language proficiency, educators are constantly exploring innovative methods to make language learning more engaging and enjoyable. Traditional teaching approaches often struggle to captivate students effectively. This study explores pre-university students' perceptions of using Among Us as a tool for teaching English, highlighting how their views can inform and enhance pedagogical strategies to make learning more engaging and effective. Understanding these perceptions can bridge the research gap and contribute to developing innovative teaching methods. Using a quantitative research design, this study collected data from pre-university students through a questionnaire. The findings revealed that students widely believed that Among Us positively contributed to their language proficiency and communicative competence in ESL. The game's interactive nature, requiring communication and collaboration, proved effective in fostering language skills and enhancing motivation. Furthermore, the research explored potential gender differences in students' perceptions of Among Us as an ESL teaching tool. The results indicated that gender did not significantly influence students' views on the game's effectiveness, highlighting its inclusivity. In summary, this study provides valuable insights into the potential of Among Us as a pedagogical tool for ESL. It demonstrates its positive impact on language learning and suggests that it can engage students regardless of their gender. These findings offer educators a compelling avenue to create dynamic and interactive ESL classrooms, ultimately enhancing language proficiency in an engaging and enjoyable manner.