During the past 10 years, the number of digital game-based learning (DGBL) studies has significantly increased (Hwang & Wu, 2012). DGBL is generally found to be positive over traditional instruction (Liao, 2010) and it has had great impact on education (Prensky, 2001). The DGBL effectiveness, however, might vary according to subjects taught or tasks learners are engaged in (Ferdig, 2006). In terms of game types, action-based drill and practice games, compared with meaningful and engaging educational games, may not lead to learning because players simply experiment with actions until they gain high scores (Kiili, 2005). Still, if designed well, drill and practice games have been found beneficial to players' learning (Yip & Kwan, 2006). Since little attention has been paid to a comparison among game types, this paper is therefore: (1) to synthesize relevant studies to investigate the overall effects and (2) to examine the differential effects of DGBL types in English as a Foreign Language (EFL) setting. (Contains 3 tables and 1 figure.)