This thesis posed two questions: Does gaming as an Extramural English activity have a noticeable effect on English writing skills among English 5 students, and is there a discernible difference in the English writing skills of gamers compared to non-gamers? The aim of this thesis is to compare two sample groups, being gamers and non-gamers respectively. The study has a theoretical framework based on Rod Ellis’ principles of instructed second language acquisition, using his principles together with ideas of linking motivation and learning as put forth by Meyer et al, Dörnyei, and Deci & Ryan. The thesis gathered data from 60 participants from three separate classes of students of English 5 at the same upper secondary school, this data was collected in the form of a survey, which detailedtheir habits regarding gaming (or lack thereof), what kinds of games they play, how much time they set aside for gaming on average per week, and whether or not they think their gaming has helped their English improve. The teachers also provided texts written by the participants, as samples of their writing skills at the time of the survey. These texts were then analyzed, leading to the conclusion that gaming had a negligible impact on the writing skills of the gamer focus group, even if the gamer focus group believed that their Extramural English helped them learn. The thesis concludes that whilst Extramural English has a positive effect and could be used as a teaching tool, it is best studied in larger groups and over a length of time with more focus in the future on what extracurricular interests the participants have.