In-Game Social Interactions to Facilitate ESL Students\u27 Morphological Awareness, Language and Literacy Skills

Video games that require players to utilize a target or second language to complete tasks have emerged as alternative pedagogical tools for Second Language Acquisition (SLA). With the exception of vocabulary acquisition, much of the prior research in game-based SLA fails to gauge students\u27 literacy skills, specifically their morphological awareness or understanding of the smallest meaningful linguistic units (e.g., prefixes, suffixes, and roots). Given this shortcoming, we utilize a two-player online game to facilitate social interactions between Native English Speakers (NES) and English as a Second Language (ESL) students as a mechanism to generate ESL students\u27 written output in the targeted language and draw attention to their morphological awareness. Analysis of chat logs demonstrates the game\u27s potential to enhance ESL students\u27 morphological awareness and other important L2 literacy skills such as word reading accuracy. Both NES and ESL students\u27 reflections of their gameplay experiences suggest game design modifications that promote ESL students\u27 willingness to communicate with NES while developing their morphological awareness and practicing their L2 communication and literacy skills