A long poem.

This exploratory case study examined the digital practices and literacies of Generation Z language learners and explored how these practices could be better addressed in the language classroom through "Real-World" tasks. The study was conducted within the theoretical framework of the Sociocultural Approach to Language Learning and the pedagogical framework of the Real-World Task-Based Language Teaching approach, with an emphasis on the eLANG citizen project. The data was analyzed through qualitative thematic analysis of both a corpus of learner final reports and two questionnaires, resulting in a detailed portrait of the learners' digital practices. The findings indicate that implementing real-world, task-based language learning projects that utilize Generation Z's pre-existing digital competencies can lead to improved language and digital literacy skills. Students reported enhancements in their oral expression, use of slang, and interaction with native speakers, as well as improvements in their understanding of hashtags, video planning and editing, and trend tracking. The students had multiple real-world, authentic interactions through the digital citizenship project, which enabled them to become enhanced digital citizens in FLS by formulating their identities, observing established communities and language users, participating in these communities directly, and learning in informal, gameful ways. It is proposed that utilizing the digital practices of Generation Z learners for language learning not only enhances the authenticity and relevance of the activities but also helps to achieve pedagogical objectives. This prepares learners for their future in a technology-saturated world and becoming effective members of society and is the next relevant step in sociocultural language pedagogy.

The inherent conflict between the predetermined nature of narrative and the freedom that interactivity allows for, has been a major point of discussion in the field of interactive storytelling for many years. The Narrative Paradox, which initially described this tension, is seemingly getting closer than ever to being solved, but a singular solution with a definite answer has not been determined. This qualitative thesis aims to find a possible solution to the Narrative Paradox in how the multimodal components in the video game Outer Wilds construct meaning as well as ludonarrative coherence in conjunction with the player experience. The study also aims to discuss the importance of implementing game studies in media and communication research by arguing for the relevance of the medium in the field. In order to answer these questions, a multimodal discourse analysis of ludonarrative relationships arising in Youtube Let’s Plays was performed. By utilizing the narrative goals of Outer Wilds, theoretical solutions for the Narrative Paradox and the notion of narrative emerging from player interactions and motives, the results of the study show that Outer Wilds primarily uses Embedded Narrative as its main source of storytelling, while the game design and the open world within it allow for a high degree of Emergent behaviors through non-linear sequencing of events. The analysis also highlights the game as being purposefully designed for a specific type of player, which was reflected by one of the players experiencing close to a completely resonant playthrough of the game's introductory phase. While the ludonarrative structure of Outer Wilds in itself revealed similarities to the theoretical solutions of the Narrative Paradox, the analysis of the player experience in Outer Wilds provided insight into the importance of players’ motives as an essential part in the game design process of minimizing the tension between narrative and interactivity in video games.