Traditional methods often fail to sustain student motivation and engagement in English language learning, prompting the exploration of more engaging and interactive approaches. Game-based learning, particularly RPGs (Role-Playing Games), has emerged as a promising solution for fostering language proficiency. However, the lack of emotional support in traditional learning environments often hinders the development of students’ subject-related competencies. RPGs offer an immersive environment where students can develop self-awareness, emotional regulation, and social skills, which are essential for both academic and personal growth. By simulating real-life scenarios, RPG-based games serve as an effective tool for translating in-game experiences into real-world insights, fostering deeper cognitive and emotional benefits.

This study investigates the impact of RPGs on English learning, SEL (Social-Emotional Learning) competencies, and students' perceptions of the game-based learning method. The research employs a self-developed RPG game designed to enhance students’ SEL competence while simultaneously improving their English language skills. The game simulates real-life scenarios, focusing on peer interactions and life challenges, to create an engaging and meaningful learning experience. A pilot study was conducted with fifteen volunteer participants who engaged with the game and completed pre- and post-language tests, as well as questionnaires, to measure changes in language proficiency, SEL competencies, and their perceptions of the learning method.

The findings reveal that while the RPG-based learning approach did not significantly improve participants’ English language proficiency, it had a positive impact on their social-emotional skills and their perception of the game-learning method. Participants reported that the game provided an immersive and engaging environment, fostering deeper, more meaningful learning experiences. However, feedback from interviews highlighted areas for improvement in game design. Participants noted that the storyline was too predictable and suggested adding more complexity to the characters. Additionally, they pointed out technical difficulties, such as challenges in exiting certain scenes. These insights contributed to the revision of the game design.

The results of this study demonstrate that integrating social-emotional themes into English RPGs not only addresses linguistic competencies but also supports holistic student development. By combining immersive gameplay with SEL-focused content, RPGs offer a unique and effective approach to fostering both language learning and emotional competence.

Keywords: Role-Playing Games (RPGs), game-based learning, social-emotional learning, technology enhanced language learning.