The present study aims to examine the attitudes and views of Swedish L2 English learners regarding the potential of learning English through video games. To achieve this, this study employs a mixed-method design, combining quantitative data collected through an online survey (N = 34) and qualitative data in the form of group-interview data (N = 11) in the analysis. The following two research questions are used:

• What are the attitudes and views of Swedish upper-secondary-school students regarding the potential for learning English through video games?
• What are the students' video-game habits and genre preferences, and do differences in these habits and preferences have any correlation to the above-mentioned attitudes and views?

The results indicate that students hold generally positive attitudes and views on learning English through video games. Students list various aspects conducive to learning present in both multiplayer and single-player video games. The results also indicate that differences in video-game habits and preferences seem to influence student perceptions regarding which types of games are best suited for learning English, whether video games are educationally useful, and what types of language skills can be learned or improved.