Engaging Learners through Digital Game-Based English Instruction: A Practical Insight from a Language Course Owner-Educator Aesthetic Bimbel

Abstract

  In the current digital era, English educators are challenged to design lessons that engage young learners and sustain their interest. While digital game-based learning (DGBL) has been widely studied in formal classroom contexts, there remains a gap in exploring its implementation within non-formal learning settings such as tutoring programs or private learning centers. This paper reflects on the author’s dual role as both an English tutor and the owner of a learning center, highlighting practical insights into the use of DGBL for vocabulary enrichment and speaking practice. The study is significant not only for bridging the research gap but also for providing practical benefits to tutors and learning centers in understanding learners’ interests, determining appropriate learning frequencies, and balancing direct and indirect explanations beyond the use of applications. Using a reflective narrative approach, the findings reveal that DGBL is effective in enhancing student engagement, fostering active participation, and expanding vocabulary. Furthermore, the approach supports up-to-date learning practices aligned with technological development. The implication of this study is the provision of practical guidance for English tutors in non-formal contexts to integrate DGBL into their teaching strategies, thereby enriching learning experiences and outcomes.