The Role of Massively Multiplayer Role-Playing Games in Facilitating Vocabulary Acquisition for English Language Learners: A Mixed-Methods Study

Slow vocabulary development and poor comprehension among English Language learners (ELLs) (August, Carlo, & Snow, 2005) have resulted in an academic achievement gap between ELLs and native English-speaking learners in the United States (Klingner, Artiles, & Barletta, 2006; Wilde, 2010). This mixed-methods sequential explanatory research aims to help narrow the academic gap by providing increased engagement and interaction opportunities to ELLs. In this study, I replicated and extended Bourgonjon et al. (2010)’s study identifying the predictive factors of students’ acceptance for using video games in the classrooms. A sequential qualitative study with 11 selected participants was conducted to explain how the factors, tested in the first quantitative phase of study, facilitate ELLs’ vocabulary growth. I triangulated the results of the two phases and the discussion of the findings to answer my research questions. Based on the data collected from 371 participants via a web-based survey, I tested the reliability and validity of the adapted survey scale items using inter-item correlations, factor analysis, and internal consistency reliability tests. Then, I formulated and validated path models to test the hypotheses related to relationships among variables. Results from the analysis concluded that the factor of perceived learning opportunity is an important predictors for players’ preference for using MMORPGs in the L2 English classroom. The follow-up qualitative study aims to explain why certain factors identified in the first phase were significant predictors that impact players’ preference to use MMORPGs to obtain L2 English vocabulary. Evidence shows that game texts and social interactions are major learning opportunities provided by MMORPGs. I expect that this study, along with further research in this area, will help teachers integrate MMORPGs or related game mechanics into their regular instruction to provide increased engagement and interaction opportunities to English language learners

A meta-synthesis of the emerging themes on massively multiplayer online role playing games in relation to foreign language learning and acquisition

Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)This meta-synthesis attempts to analyze the emerging outcomes of using Massively Multiplayer Online Role-Playing Games (MMORPGs) for second language learning and acquisition. The purpose of this study is to connect the findings of selected studies with two categories related to second language learning and acquisition, these categories being sociocultural and linguistic factors. After the probing and research of different scientific databases, the literature used in this meta-synthesis arrived at ten individual papers which contained scientific studies in the field. The analysis concluded that although there are plenty of results found for sociocultural factors, the research on linguistic factors is lacking. The subject at hand requires more in depth studies which compare it to other areas and methods for second language learning and acquisition.Esta meta-síntesis intenta analizar los resultados emergentes del uso de Juegos Masivos de Rol Online para el aprendizaje y adquisición de un idioma. El propósito de este estudio es el de conectar los diferentes resultados de estudios seleccionados con relación a dos diferentes categorías del aprendizaje y adquisición de una segunda lengua, las categorías siendo los factores socioculturales y lingüísticos. Luego de una búsqueda e investigación de diferentes bases de datos científicas, la literatura usada para esta meta-síntesis terminó en diez trabajos diferentes, los cuales contenían estudios científicos en el campo de investigación. El análisis concluye, que a pesar de que hay múltiples resultados involucrando los factores socioculturales, la investigación sobre los factores lingüísticos es deficiente. El tema investigado requiere más estudios a fondo, los cuales deberían ser comparados con otras áreas y metodologías para el aprendizaje y adquisición de una segunda lengua

Negotiations for meaning in the context of a massively multiplayer online role-playing game

This study investigated negotiations for meaning as conditions for second language (L2) learning in the context of a massively multiplayer online role-playing game, World of Warcraft (WoW) (Blizzard Entertainment, 2004). Varonis and Gass’s (1985) and Smith’s (2003a) models were used to identify negotiation episodes during on-task and off-task talks among the participants while playing WoW. The participants were six non-native (NNS) and one native English speaker (NS). The NNSs were divided into two teams of three: Team 1 (T1) pre-intermediate and Team 2 (T2) upper-intermediate. The NS played the game with both teams. The study lasted for six months and resulted in 59.96 hours of recorded audio and nine hours of screen-recorded gaming sessions. Negotiation patterns were compared across the L2 proficiency levels and three different types of dyads. The results revealed that (a) T1 encountered more communication breakdowns, but T2 engaged in more negotiations, (b) T1 engaged in more complex negotiations, (c) breakdowns and negotiations occurred more during off-task talk, and (d) breakdowns were triggered more by the NS’s utterances in T1 and by NNSs’ utterances in T2. The results also showed the participants’ abundant L2 use to undertake authentically contextualized game-driven tasks, meticulous involvement in bi- and multi-lateral negotiations, and creative strategies to resolve incomprehension

ESL/EFL Student Anxiety: How Can the Implementation of MMORPGs Help Anxious Students?

Language anxiety is a serious issue for many students wishing to acquire a second or foreign language (L2); it can take many forms and affect many L2 learners in several different ways. The construct of language anxiety is composed of test anxiety, social anxiety, and computer anxiety; past researchers have tried to address the problem of language anxiety through traditional teaching methods employed in ESL/EFL classrooms, however these methods have limitations that can be addressed through the implementation of Massively Multiplayer Online Role Playing Games (MMORPGs) and Computer-Mediated Communication (CMC). Given the limitations of the traditional, or non-technical, teaching methods in addressing language anxiety, the present study examines the unique contributions of MMROPGs and CMC by synthesizing the results of previous studies to show how the implementation of MMORPGs and CMC can help alleviate anxiety in language learners. To this end, this paper specifically examines the electronic environment created in MMORPGs and its effect on anxious language learners, as well as what effect synchronous and asynchronous CMC communication strategies have on anxious language learners. The synthesized results show that online communication tools do have positive effects in lowering learner anxiety through several aspects including anonymity, slower conversation pace, and added control. Finally, the study offers a caveat, the online communication tools are not a panacea; there are limitations through competitive anxiety, power distances between cultures, miscommunication, public nature of discussion forums, and lack of intercultural knowledge

Vocabulary Learning Perceptions and Willingness to Communicate: A Comparison of Two Video Game Genres

This MA thesis examined the differences in vocabulary leaning perceptions and willingness to communicate (WTC) of players of two video game genres: the players of First Person Shooter (FPS) games, and the players of Massively Multiplayer Online Role-Playing (MMORPG) games. The aim of this thesis was to ascertain which target group of video game-players perceived their genre to be more useful or conducive to incidentally learning vocabulary and how their genre affected their WTC. The data for the comparison were gathered using an anonymous online questionnaire created on the Webropol website. The questionnaire consisted of three sections: the background information section, the WTC section, and the vocabulary section. A total number of 43 participants took part in the questionnaire. This number of participants was adequate to apply quantitative methods to the results of the questionnaire. Questionnaire answers were given simple scores and compared using Microsoft Excel and the IBM SPSS statistics program. In both sections of the questionnaire, the MMORPG group outscored the FPS participant group. An Independent Samples T-test found there to be significant differences (p=.027) in the WTC section, but no significant differences (p=.245) were found in the vocabulary section. Nonetheless, the vocabulary section did provide results that skewed in favour of the MMORPG participants in a similar manner to the WTC section. The results of this thesis indicate that MMORPGs are better suited for these two facets of language learning. While previous research has highlighted the benefits of MMORPGs for language learning, no direct comparison has been made with other video game genres. Future research could focus on comparing additional genres to MMORPGs or different genres

Warcraft III online game, as an interactive alternative to strengthen the written strategic competence in the english language.

Este estudio, realizado por William Sánchez y Dolly Morantes investigó cómo el juego en línea "Warcraft III" podría reforzar la competencia estratégica escrita en inglés en el languageof los estudiantes de 8º grado en la Escuela San Tarsicio en Colombia. En el primer capítulo, el marco epistemológico, hay constructos teóricos en los que los juegos en línea se presentan como una posible solución para involucrar y motivar a los estudiantes para fines académicos; la escritura como una interacción social y una síntesis de la competencia comunicativa; Sin embargo, el marco conceptual presenta los antecedentes, planteamiento del problema y los objetivos de la investigación. Por otro lado, el segundo capítulo se presenta el marco metodológico. Esta la investigación es un estudio cualitativo con muy pocos elementos cualitativos que permitieron a los investigadores a responder el principio complementario para la deficiencia; el método de investigación utilizado en este estudio fue la Investigación-Acción. Esta fue una integración de Kemmis y de la Bella modelo que examinó la investigación-acción en Asistida por Ordenador en el aprendizaje de idiomas (CALL).This study, conducted by William Sánchez and Dolly Morantes investigated how the online game "Warcraft III" could reinforce the strategic competence written in English in the language of 8th grade students at Escuela San Tarsicio in Colombia. In the first chapter, the epistemological framework, there are theoretical constructs in which online games are presented as a possible solution to involve and motivate students for academic purposes; writing as a social interaction and a synthesis of communicative competence; However, the conceptual framework presents the background, statement of the problem and the objectives of the research. On the other hand, the second chapter presents the methodological framework. Is The research is a qualitative study with very few qualitative elements that allowed the investigators to respond to the complementary principle for the deficiency; The research method used in this study was Action Research. This was an integration of Kemmis and the Bella model that examined Action Research in Computer Aided Language Learning (CALL)

Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature

Development of English as a Second Language in the Context of Massively Multiplayer Online Role-playing Games

This dissertation examined the affordances of commercially developed massively multiplayer online (role-playing) games (MMOGs) for second language (L2) development. It comprises three self-contained but related studies. The first study, as a scoping review, synthesized 32 empirical papers, which investigated different aspects of L2 development in the context of these games. It sought to find out what aspects of L2 learning have been examined and how, and what the findings suggest regarding L2 learning opportunities and outcomes. This study highlighted that empirical research in this area is mainly qualitative and that L2-related affective factors, vocabulary, and communicative competence have been the most widely investigated topics. It concluded that MMOGs afford socially supportive and emotionally safe environments, which encourage L2 learners to use multiple opportunities for enriching their L2 vocabulary and enhancing their communicative competence in the target language. The second study was an exploratory research. It adopted an interactionist approach to characterize the nature of the negotiations of meaning that occurred in the conversational exchanges between native (NES) and non-native English speakers (NNESs) playing World of Warcraft. The data consisted of 63 hours of audio-recorded, in-game conversations over a 5-month period. The participants consisted of an NES and 6 NNESs who were divided into two groups (low and high intermediate) according to their English language proficiency. This study identified and characterized the most frequently occurred triggers, indicators, responses and reaction to the responses in three types of dyadic conversational exchanges. The third study examined L2 development through ―usage-based‖ theories of language learning. It was a time-series (longitudinal) research that examined the trend of changes in the linguistic complexity of the NNESs‘ spoken discourse during a 5-month period of gameplay. This examination involved repeated (in three equally-distributed time intervals) calculations of fourteen syntactic complexity indices and the indices associated with three components of lexical complexity (diversity, sophistication, and density). Overall, the results turned out to be more promising for the low intermediate than the high intermediate group of the NNESs. More detailed findings are presented and discussed in light of the current literature