Abstract
This article explores the relationship between Digital Game-Based Learning (DGBL) and
Task-Based Language Teaching (TBLT). There are many recent studies showing that a
gaming approach to language instruction is more intrinsically motivating than non-gaming
approaches. A major focus of research has been to determine the design features of games
that support intrinsic motivation, but such studies tend to focus only on computer game
design. This article uses Flow Theory to compare computer game design and language
learning task design and identify such design features. Specifically, this article explores the
ways that goals, feedback and skill/difficulty balance are typically implemented in
computer games and tasks. Important differences are highlighted, and the role of DGBL in
TBLT is discussed.