An eco-dialogical study of second language learners' World of Warcraft (WoW) gameplay

Newgarden, Kristi; Zheng, Dongping; Liu, Min

doi:10.1016/j.langsci.2014.10.004

Cited by 25 publications

(19 citation statements)

References 34 publications

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“…Several studies have examined players’ spoken interactions, namely Piirainen‐Marsh and Tainio (), Zheng et al. (), Newgarden, Zheng, and Liu (), Newgarden and Zheng (), and Reinders and Wattana (). Zheng et al.…”

Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

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Applications of locative media (e.g., place‐based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation‐based learning, location‐situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne & Hellermann, 2017; Zheng et al., 2018). Mobile locative media applications’ value for language learning, however, remains underinvestigated. To address this lacuna, this study employed the widely used construct of language‐related episodes (LREs; Swain & Lapkin, 1998) as a unit of analysis to investigate language learning through participation in a mobile AR game. Analysis of videorecorded interactions of four mixed‐proficiency groups of game players (two English language learners [ELLs] and one expert speaker of English [ESE] per group) indicates that LREs in this environment were focused on lexical items relevant to the AR tasks and physical locations. Informed by sociocultural theory and conversation analysis, the microgenesis of learners’ understanding and subsequent use of certain lexical items are indicated in the findings. This understanding of new lexical items was frequently facilitated by ESEs’ assistance and the surrounding physical environment. A strong goal orientation by both ESEs and ELLs was visible, providing implications for task‐based language teaching approaches.

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Section: Gaming Interaction and Language Learningmentioning

confidence: 99%

Mobile Augmented Reality and Language‐Related Episodes

et al. 2019

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“…esim. Love 2004). Ehkä inhimillistä vuorovaikutustoimintaa olisikin syytä tarkastella ensisijaisesti juuri konkreettisena, monimuotoisena ja tapahtumaluonteisena ilmiönä (languaging, ks.…”

Section: Johdantounclassified

Mitä ihmiset osaavat, kun he osaavat kieltä?

Dufva¹

2020

afinlavk

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The paper introduces a fresh perspective on individual language skills, or, language proficiency. Based on dialogical thinking, theory of distributed language and cognition and sociolinguistics, it will be argued that ’mental grammar’ is an inappropriate metaphor for describing an individuals’ language skills. To present an alternative view, language is here understood as ’resources’ that will be appropriated by individuals for developing a ’personal repertoire’. Focusing here on the role of embodiment and materiality, the personal repertoire is seen an assemblage of embodied skilled action that helps the learners to act upon different types of affordances in different material environments.

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“…The full cycle is required to have an engaging learning experience that yields transformational eco-dialogical learning results. This covaries with transformation of the community, propelled by synergistic values-realising events (Newgarden, Zheng, & Liu, 2015). Verbalising with synchronised avatar action, attending to game rules, and coordinating future actions contributes to dual values-realising.…”

Section: Affordances and The Perception-action Cyclementioning

confidence: 99%

“…The first and third authors coded the interactions separately and then discussed their analyses until reaching final agreement. This coding method has been used elsewhere (e.g., Newgarden & Zheng, 2016;Newgarden et al, 2015;Zheng, Dai, & Liu, in press;Zheng, Newgarden, & Young, 2012). We describe this highly grounded, contextualizing, and eco-dialogical theory-driven technique as abductive coding.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…In CP1, Lily and Jo pointed out to Anan where the Action field is in the world-building window by referring it as the fourth "box" (field). They mainly refer to the world-building window and the action field in Figure 3, which both parties can see on their individual screens to find common ground (Dufva, 2013;Newgarden et al, 2015) (Lines 1-6). This was achieved by using indicational language, such as, "Can you see that box?"…”

Section: Learning In China World's Socioculturally Rich Spacesmentioning

confidence: 99%

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Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

Zheng

Schmidt

et al. 2017

AJET

Self Cite

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The purpose of this research was to explore the relationships between design, learning, and translanguaging in a 3D collaborative virtual learning environment for adolescent learners of Chinese and English.We designed an open-ended space congruent with ecological and dialogical perspectives on second language acquisition. In such a space, sense-making is contingent on the relational dynamics of place, activities, and artefacts. These spaces encourage meaning-making in situ, manipulation of virtual objects within places, and coordination among players. Our investigation looked at how learners of Chinese and English collaborated on a project in which they decorated a virtual living room. The findings suggest that socioculturally bounded places afford unique learning opportunities. Firstly, learning occurred through referencing, which is the mutual clarification of a virtual object's meaning, position, and function, in relatively stabilised places, such as a museum, and secondly, learning occurred through coordination between verbal instruction and object manipulation in more adaptive places, which we call eco-dialogical learning. We also found a strong relationship between translanguaging and object manipulation. We conclude the paper from the perspective of how the eco-dialogical model resulted in designs that promoted cognition and interactivity.

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An eco-dialogical study of second language learners' World of Warcraft (WoW) gameplay

Cited by 25 publications

References 34 publications

Mobile Augmented Reality and Language‐Related Episodes

Mobile Augmented Reality and Language‐Related Episodes

Mitä ihmiset osaavat, kun he osaavat kieltä?

Eco-dialogical learning and translanguaging in open-ended 3D virtual learning environments: Where place, time, and objects matter

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