A Top Senior High School Students’ Perceptions of Incidental Language Learning through Playing Roblox: A Survey Study

Abstract

As a prominent digital gaming platform, Roblox has increasingly been recognized for its potential in facilitating incidental language acquisition outside traditional classroom settings, but studies on the subject are still rare. Therefore, this quantitative descriptive study investigated the role of Roblox as a platform for incidental English language learning among students at a top senior high school in Yogyakarta. Referring to the theories of Incidental Language Learning (ILL) and Game-Based Language Learning (GBLL), the research examined how game environments facilitated language acquisition without intentional study. Data were collected from 120 respondents through a 20-item questionnaire using a 5-point Likert scale, measuring three primary domains: game mechanics, linguistic competence, and the role of the Roblox as a facilitator. The findings indicated that, based on students’ perceptions, Roblox appears to play a positive role in incidental learning, with 77.5% of participants falling into the "High" category. Within the game mechanics domain,the study found that students perceived themselves as acquiring vocabulary and verbs effectively through direct actions and visual clues, such as icons and symbols, which helped contextualize difficult texts. In terms of linguistic competence, the results suggest that the platform may enhance understanding of slang, abbreviations, and natural expressions rarely found in textbooks, while also encouraging writing practice through chat features. The role of facilitator was primarily manifested through reduced language anxiety; the anonymity of using avatars was reported to help students to feel braver in communicating with international players without the fear of making mistakes. The researcher concluded that while Roblox may appear to be a useful supplementary tool for vocabulary acquisition and communicative confidence, its impact on formal grammar remains moderate, suggesting it serves best as a supportive medium alongside structured formal education.