In recent years, the number of studies investigating the effectiveness of using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack of research identifying the factors that affect incidental L2 vocabulary learning. Hence, the current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related (language proficiency, interest, viewing captions) variables and investigated factors affecting EFL students’ incidental vocabulary learning in the use of a vernacular (noneducational) murder mystery game (N = 59). The study employed a quantitative research method and descriptive and inferential statistics (repeated measures ANOVA and multiple linear regression). The results showed that playing the game greatly facilitated L2 vocabulary acquisition and retention. Among the vocabulary-related variables, the study found that only salience significantly influenced vocabulary acquisition. Regarding the learner-related variables, the students’ interest and viewing captions were positively related to vocabulary learning, whereas their language proficiency levels were negatively correlated. The study found that the students’ conscious attention, in conjunction with salience of the word, was the main facilitating factor in incidental vocabulary acquisition and retention in the game-enhanced language learning environment. The study suggested pedagogical implications for incidental vocabulary learning through game play based on the results of the study.

近年来，调查使用数字游戏辅助第二语言（L2）词汇学习有效性的研究数量迅速增加。然而，目前仍然缺乏研究来确定影响二语词汇附带学习的因素。因此，当前的研究考察了与词汇相关的（单词水平、暴露频率、显着性）和与学习者相关的（语言能力、兴趣、观看字幕）变量，并调查了影响 EFL 学生在使用白话（非教育性语言）时偶然学习词汇的因素。 ）谋杀之谜游戏（N= 59）。该研究采用定量研究方法以及描述性和推论性统计（重复测量方差分析和多元线性回归）。结果表明，玩游戏极大地促进了二语词汇的习得和保留。研究发现，在与词汇相关的变量中，只有显着性对词汇习得有显着影响。在与学习者相关的变量方面，学生的兴趣和观看字幕与词汇学习呈正相关，而他们的语言熟练程度则呈负相关。研究发现，在游戏增强的语言学习环境中，学生的有意识注意力以及单词的显着性是附带词汇习得和保留的主要促进因素。