Exploring Entertainment-Based CALL in ESL Education: Insights from Japanese Learners’ Case Studies

This study investigates the implementation of entertainment-based CALL (Computer-Assisted Language Learning) in ESL education through three case studies involving Japanese learners with limited English proficiency. Personalized lessons incorporated games and music aligned with learners’ individual interests, while a university classroom utilized English-language YouTube videos featuring popular idols to enhance engagement. These approaches initially succeeded in boosting learner motivation and reducing resistance to studying English. However, as learners became more familiar with the language, many transitioned to traditional materials such as textbooks. The findings suggest that while entertainment-based CALL is highly effective in fostering initial engagement and lowering entry barriers, it may not function optimally as a standalone approach. Rather, its greatest potential lies in serving as a supplementary tool within a comprehensive teaching strategy, one that dynamically adapts to learners’ evolving needs and priorities.