INCIDENTAL LEARNING OF JAPANESE READING THROUGH THE VIDEO GAME BOKUJOU MONOGATARI
DOI:
https://doi.org/10.21009/ishel.v2i1.73240Keywords:
incidental learning, Japanese reading, video games, reading strategies, case studyAbstract
In the digital era, video games function not only as entertainment but also as environments where unintentional language acquisition, or incidental learning, may occur. This study describes Japanese learners' experiences and perceptions of incidental reading learning while playing Bokujou Monogatari: Olive Town to Kibou no Daichi, and identifies the reading strategies employed to understand Japanese texts within the game. A qualitative case study approach was adopted, involving four Japanese-learner players with varying proficiency levels, from beginner to JLPT N2. Data were collected through a pre-interview questionnaire and semi-structured interviews, then analyzed using Braun and Clarke's (2021) six-phase thematic analysis. The findings show that participants experienced incidental reading learning through repeated, contextual exposure to functional in-game texts, including NPC dialogues, item descriptions, mission instructions, and interface elements, and that this learning was generally recognized only through retrospective reflection after gameplay. Participants naturally employed contextual guessing, scanning, and skimming strategies, with more advanced learners applying a wider range of strategies than beginners, who relied more heavily on visual cues. The study concludes that video games such as Bokujou Monogatari can function as an informal, low-pressure, and contextually rich environment that supports incidental Japanese reading development, complementing rather than replacing formal instruction.
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Copyright (c) 2026 Priyayi Fadhlillah, Nia Setiawati, Frida Philiyanti
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