Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yetbe able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn & Laufer (2001) found that language acquisition may hinge on the “level of involvementin a task”, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that “videogames allow learners to analyze and decode language at their own pace”. During game play learners may use one input channel to decode the other because videogame players have a great deal of controlover the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players’ own beck and call. “Dornyei & Clement (2001, p.399) claimed that “one of the main premises for using video games to educate has been to harness learners’ motivation”. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players’ cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is presentin video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery i>