Abstract

In the context of digital transformation, Game-Based Learning (GBL) has been increasingly adopted in ESL/ EFL education. In particular, narrative-driven games create immersive learning environments that enhance interaction and support language skill development. This paper reviews theoretical and empirical studies published between 2007 and 2026 on the role of GBL in developing the four language skills: listening, speaking, reading, and writing. The findings indicate that GBL enhances learners’ motivation, engagement, and communicative competence while improving listening and speaking skills and expanding vocabulary through role-playing and task-based activities. However, existing studies remain limited in terms of long-term evaluation, the development of reading and writing skills, and the design of models that ensure balanced language-skill development. This paper concludes by proposing directions for future research, including longitudinal studies, quasi-experimental designs, and the development of GBL frameworks tailored to ESL/EFL higher education contexts.

Keywords: Digital games, esl/efl, game-based learning, integrated learning, language skills, narrative-driven games.