Students studying in beginning level foreign language classrooms often lack the opportunity to speak spontaneously (Kogan, 2023). Task-Based Language Teaching (TBLT) is a pedagogical approach to language instruction that advocates for the use of tasks to develop learners' second/foreign language (L2) abilities. Games can act as tasks that prepare students for real world interaction while also allowing them to forget they are being instructed, potentially leading to implicit learning (Kogan, 2023; Poole et al., 2019). Due to a global interest in video games, this dissertation proposes to use a commercial-off-the-shelf digital puzzle game, "Keep Talking and Nobody Explodes" (KTANE), to promote the development of fluency and spontaneous speaking in low (Novice High-Intermediate Mid) proficiency learners of Russian. This dissertation investigates the use of KTANE within three separate Russian language courses through recording students while they played the first level of KTANE in Russian. The gameplay recordings, along with participant interviews, were then transcribed and analyzed to provide micro-evaluations of TBLT (Ellis, 2011). There are several findings from this study. First, KTANE mechanics can be mapped onto TBLT task criteria and low proficiency learners of Russian were able to successfully play and complete the first level of KTANE. This suggests that KTANE and Digital Game-Based Language Learning (DGBLL) can be used with TBLT in beginner language classrooms. Second, this study found that students were able to increase their fluency as measured by words per minute and task completion time. Evidence for lexical learning gains (Russian word for 'wire', color terms, and ordinal numbers) also are noted, although there was a general lack of evidence for phonetic and grammatical learning gains from KTANE gameplay. Participant interviews suggest that playing KTANE was enjoyable, increased learners' self-confidence in Russian speaking skills, increased awareness and interest in alternative learning methods to support classroom instruction, and led to lexical learning gains, among other comments on KTANE's affordances, limitations, and suggestions for implementation in the language classroom. As a result, it is proposed that KTANE, and therefore DGBLL, has the potential to be a language learning tool that can assist low proficiency students in developing their L2 speaking abilities, while also providing a motivating and enjoyable introduction into alternative methods for language learning to students who might not otherwise have considered them. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]