This article reviews the literature on serious games in foreign language (FL) acquisition with respect to improving grammatical skills and attitudes towards grammar . The research identified a significant body of studies that tended to focus on the implementation of serious games in FL vocabulary and listening skill development, and on international teachers' and students' perceptions of grammar. However, there has been relatively little exploration of the impact of serious games on FL learners' grammatical outcomes and attitude change towards grammar. The intention of this article was to discuss practically and statistically significant evidence along with limitations and recommendations for further research. FL Grammatical Awareness Grammatical proficiency is considered one of the most essential but least favorable aspects of learning FL. Numerous studies have identified this contrasting idea in international students' grammatical attitudes: on the one hand, students highlighted the importance of grammatical accuracy and explicit instruction. On the other hand, grammatical tasks were rated as less preferable. Student perceptions Loewen et al. (2009), surveyed 754 students enrolled in various foreign language courses at Michigan State University, reported that more than half of them did not like studying grammar because it was boring, monotonous, confusing, or complicated. At the same time, some students believed that grammar was important for language acquisition in general and for improving writing, reading, and speaking skills in particular. To be more motivated in learning grammar, the students expressed the opinion that they would appreciate the use of games and/or activities related to real life in ad...... middle of the paper ..... .and replicated the study in Colombian contexts with 122 FLTs and 607 FLLs from eight post-secondary institutions in Bogotá. Schulz's (2001) comparison suggests that 64% of US and 59% of Colombian FLT believe that “grammar is essential to eventual mastery of a foreign language” (p. 247). However, there was a disparity between student and teacher attitudes as 80% of US and 82% of Colombian FLLs agreed with that statement. At the same time, both US (80%) and Colombian (82%) teachers highlighted the importance of practicing a foreign language in real-life situations, while only 69% of US and 66% of Colombian FLLs agreed. shared the same opinion statement. Limitations The studies in this section showed that both teachers and students appreciated the importance of grammar; however, a communicative or integrated approach to teaching grammar is required in the classroom.