Affordances for second language learning in World of Warcraft

Abstract

What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners' experiences participating in the Spanish language version of the massively multiplayer online game World of Warcraft. Using data culled from participant observation, interviews, logs of in-game chat, and student journal entries, we describe how the design of the game, cultural norms for its use, and participants' own abilities interact to afford distinct opportunities for language learning for these two students. Discussion focuses on how online games might be used for language teaching and learning in ways that take full advantage of the medium's affordances for both experienced and inexperienced players.

Affect and willingness to communicate in digital game-based learning

“…Participation in MMORPGs has been shown to provide language learners with immersive (Gee, 2007;Zhao & Lai, 2009) and linguistically rich and cognitively challenging environments (Sylvén & Sundqvist, 2012), and sufficient opportunities, to acquire another language (Peterson, 2010b(Peterson, , 2012a(Peterson, , 2012bRankin, Gold & Gooch, 2006). Specifically, MMORPGs afford learners opportunities to learn conversational language, use and practise the L2 (T. Bryant, 2006;Peterson, 2011;Thorne, 2008;Thorne, Black & Sykes, 2009), engage in various forms of interaction (such as negotiation of meaning) necessary for language learning (Peterson, 2012b), foster pragmatic development (Thorne, 2008), and develop their communicative competence, especially when played together with native speakers and learners from different countries (Peterson, 2010a(Peterson, , 2010bRama, Black, van Es & Warschauer, 2012). In addition to these benefits for L2 acquisition, other major purported benefits of gameplay are in the affective domain.…”

“…This can facilitate lowering of the affective barriers and subsequently promote more opportunities for learners to become willing to communicate and thus use more L2. MMORPGs, in particular, have been shown to have a number of key design features and characteristics that may lower anxiety while increasing confidence and motivation (deHaan, 2005b;Li et al, 2009;Peterson, 2010aPeterson, , 2011Rama et al, 2012;Voulgari, 2011;Zhao & Lai, 2009;Zheng, Young, Brewer & Wagner, 2009). Anyaegbu, Ting, and Li (2012) investigated the effect of playing the educational game 'Mingoville' on the motivation of young Chinese learners of English as a foreign language (EFL).…”

A Study on Using Serious Games in Teaching German as a Foreign Language

“…In addition to multimedia-based activities and interactive exercises, these CALL-ware offered built-in small games as well, such as hangman, puzzle, etc. Moreover, the commercial adventure/entertainment games (also called Commercial Off-The-Shelf (COTS) Games) were also widely used for educational purposes (see, Gee, 2003;Prensky, 2001;Turkle, 2005) such as Foreign Language Teaching (FLT) (Coleman, 2002;Peterson, 2012;Rama et al, 2012;Stanley & Mawer, 2008). Besides, stand-alone small games for PCs and mobile phones were developed and integrated into the FLL process (see, Browne & Culligan, 2008;Chaka, 2009;Harriehausen-Mühlbauer, Prados, Ludwig, & Ott, 2006); however, the scenario, the audio-visual elements, the linguistic and cultural content of these stand-alone mini games are not very comprehensive compared to COTS real-like experiences in the target culture as well.…”

Mom, Dad It’s Only a Game! Perceived Gambling and Gaming Behaviors among Adolescents and Young Adults: an Exploratory Study

“…In recent years, research on MMORPGs (the game genre most played by participants) proposes that such games can help improve learners' second language learning (e.g., Rama, Black, van Es & Warschauer, 2012), such as English learning (Suh, Kim & Kim, 2010). Moreover, the default language of communication in many games is English and therefore it is accepted that successful and frequent players of such games that do not have English as their mother tongue acquire some of their…”

“…Moreover, research on online gaming reveals that such games provide opportunities for learning social skills, as well as personal skills useful when working in group (team management, coordination and cooperation skills) (Ducheneaut & Moore, 2005), building leadership skills (Jang & Ryu, 2011), promoting second language learning (Na Wichian & Sanwong, 2010;Rama, Black, van Es & Warschauer, 2012), and reading and writing achievements, including boys who previously had little interest in such activities (Steinkuehler & Duncan, 2008). Therefore, more research is needed in order to explore the advantages and disadvantages of playing video games -especially online gaming, since it has been claimed that it is one of the most addictive activities on the Internet (Kuss & Griffiths, 2012a).…”