Abstract
In recent years, video games have become a dominant form of digital entertainment, engaging millions of players worldwide. As gaming technology evolves, its influence extends beyond recreation, affecting cognitive development and language acquisition. One of the potential benefits of gaming is its role in second-language exposure through interactive dialogues, instructions, and narratives. However, the extent to which gaming language preferences impact academic performance remains underexplored. This paper examines the correlation between students’ choice of gaming language, average gaming time and language proficiency with their English academic performance. The findings suggest a potential association between playing video games in English and higher academic performance in English as a subject. An analysis indicates a meaningful difference between students who play games in English and those who use other languages, highlighting the possible influence of in-game language exposure on language learning outcomes.