Digital game-based language learning (DGBLL) is a field that promotes language learning by combining game entertainment and mechanics inducive to learning. Researchers have proposed evidence of various language-learning benefits, yet downsides persist, such as negative stigmas, a lack of participation of non-gamers, and potential adverse consequences from splitting one's attention between controlling the gameplay and learning language. Recently, watching gameplay popularity has seen exponential growth, yet the potential for language-learning applications has not been considered. Soliciting stakeholders' experience, attitudes, and perceived effectiveness is a critical determiner of user adoption for new technologies and predicting implementation success. This study first addresses the merit of watching gameplay as a pedagogical method through an overview of the available literature, concentrating on areas of insufficiency and opportunity. It then investigates students' experience and perceptions to consider feasibility from a practical standpoint through a survey of 139 university students in Japan. The main findings include a higher proportion of watchers than players, including a higher percentage of females, and positive responses regarding ease of use, learning opportunities, and preference, especially for learners who play or watch games. But learners also expressed a need for scaffolding support while voicing limitations in the perceived quality and practicality of the learned language.