This study explores L2 learners' perceptions of different dimensions of current commercial video games as a medium to foster English learning. Moreover, it looks into L2 learners' attitudes toward the integration of gaming into the English curriculum. To that end, a quantitative approach to data collection and analysis was employed. Responses were elicited using an online questionnaire that consisted of 29 items from 101 Arabic speaking students enrolled in an English and Translation bachelor program at a Saudi public university. The findings of the descriptive statistics (means and standard deviations) indicate that the participants positively perceive English learning through the medium of video games. According to students' views, several factors and elements conducive to English learning are recognized in commercial video games. These include knowledge of some aspects of English that are not taught in educational settings, predisposition to use English, more opportunities for practicing English, long-term retention of encountered-then-learned language points, independent learning, motivation to learn and deal with English, a comfortable environment for using English, and familiarity with vernacular Englishes. Meanwhile, the findings reveal that learners have positive attitudes toward the integration of gaming into the English curriculum, and they sanction the place of gaming in formal education, provided that current commercial video games need modifications to render optimal L2 learning outcomes.