More than just a videogame: Undertale and Language Learning

This dissertation explores the potential of video games as informal environments for language acquisition, with a specific focus on the game Undertale, developed by Toby Fox and released in 2015. The central argument is that a narrative-driven video game like Undertale can support the process of language learning thanks to its rich and meaningful dialogues, its variety of linguistic registers, its ability to foster intrinsic motivation, and its immersive multimodal experience. The first chapter covers the theoretical foundations of language learning, discussing key concepts such as the distinction between language acquisition and language learning, Krashen's Input Hypothesis, intrinsic and extrinsic motivation, the Affective Filter, and multimodality. The second chapter applies these theoretical concepts to the analysis of Undertale, examining the game's narrative structure, the communication registers of its main characters, and how elements such as motivation, emotional involvement and multimodality can contribute to the language acquisition experience. The third chapter presents the results of a survey-based research study conducted among players of Undertale from different countries and language backgrounds. The data collected suggests that players were naturally exposed to a variety of linguistic registers and new vocabulary during the game, and that the narrative and emotional involvement of the game played a significant role in motivating them to engage with the English language. The results support the idea that Undertale can be a valid informal environment for English language acquisition, and that video games and traditional educational contexts can work as complementary tools in the language learning process.