Investigating the perceptions of pre-university students concerning the effectiveness of the Among Us video game as a pedagogical tool for ESL

The integration of video games into educational contexts, particularly Among Us, has gained significant attention for its potential to engage and enhance students' learning experiences. In response to the global demand for English lan-guage proficiency, educators are constantly exploring innovative methods to make language learning more engaging and enjoyable. Traditional teaching approaches often struggle to captivate students effectively. This study delves into pre-university students' perspectives on the use of Among Us as a tool for teaching English, aiming to address the re-search gap in this area. Using a quantitative research design, this study collected data from pre-university students through a questionnaire. The findings revealed that students widely believed that Among Us positively contributed to their language proficiency and communicative competence in ESL. The game's interactive nature, requiring commu-nication and collaboration, proved effective in fostering language skills and enhancing motivation. Furthermore, the research explored potential gender differences in students' perceptions of Among Us as an ESL teaching tool. The re-sults indicated that gender did not significantly influence students' views on the game's effectiveness, highlighting its inclusivity. In summary, this study provides valuable insights into the potential of Among Us as a pedagogical tool for ESL. It demonstrates its positive impact on language learning and suggests that it can engage students regardless of their gender. These findings offer educators a compelling avenue to create dynamic and interactive ESL classrooms, ultimately enhancing language proficiency in an engaging and enjoyable manner.