ABSTRACT
Researchers and practitioners have studied the application of digital games in the context of learning for more than two decades and within a wide range of disciplines. Among these, digital game-based language learning (DGBLL) has attracted substantial attention. Along with the growing number of empirical research publications on DGBLL, an increasing number of literature reviews have emerged. Indeed, a recent literature search across multiple databases identified 16 reviews published in the past ten years, suggesting an increasing trend. With so many reviews, researchers may conclude that this research area is becoming saturated. However, a research gap is apparent in that most reviews ignore the theoretical groundings that guide and inform DGBLL interventions. Responding to this research gap, the current study performed a systematic literature review of prior empirical studies published between 2011 and 2020 within the frame of DGBLL. The purpose of this study was to explore how theories have informed the design and implementation of DGBLL. Findings are presented along the dimensions of (1) theories referenced by researchers and emergent trends, and (2) roles that theory plays in DGBLL. Implications for future research are suggested based on the findings.
