The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us

Vocabulary learning has been traditionally considered central to second language learning. It may take place either intentionally, by means of deliberate attempts to commit factual information to memory, or incidentally, as a consequence of other cognitive processes involving comprehension. Video games, which have been extensively employed in educational contexts to understand lexical development in foreign languages, foster both exposure to and the production of authentic and meaning-focused vocabulary. An empirical study was conducted to explore the effect of playing an online multiplayer social deduction game (i.e., a game in which players attempt to uncover each other’s hidden role) on incidental and intentional second language (L2) vocabulary learning. Secondary school pre-intermediate English as a Foreign Language (EFL) students (n = 54) took a vocabulary pre-test that identified eight unknown words likely to appear in the video game Among Us. Then, students were randomly assigned to different groups of players and to different learning conditions—within each group, half of the players were given a list of phrases containing such target words, which they were encouraged to meaningfully use in the game by means of written interaction. In doing so, students learnt some target words intentionally and provided contextualized incidental exposure to other players. They took a vocabulary test after two sessions of practice with the game to explore intentional and incidental L2 vocabulary learning gains. The pre- and post-tests suggested, among other results, that players using new L2 words in the game Among Us would retain more vocabulary than players only encountering them, that vocabulary intentionally input helped other users trigger incidental vocabulary learning, and that repetition had a positive effect on L2 vocabulary learning

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

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

How gamers experience informal digital learning of English within video games and online affinity spaces

Abstract. This study aims to investigate how English language learning occurs within the experiences of playing online video games and interacting in related online affinity spaces. Although there have been past studies that have researched language learning in video games, both in formal and informal contexts, none have specifically explored how players experience language learning in both online video games and online affinity spaces. This study used the concepts of informal learning, implicit learning, informal language learning, informal digital learning of English, affinity spaces, communities of inquiry and communities of practice as a guide for the research process. It also used qualitative content analysis as a method of data analysis. The participants of this study consisted of 6 Finnish males who currently attend upper secondary school in Finland. The data was gathered via semi-structured interviews. The findings reveal that most participants experienced English language learning through playing video games incidentally and unconsciously. Essentially, most participants were unaware of language learning occurring while playing video games, and they did not intend to learn English while playing. Moreover, they learned mostly through interacting with the video game space itself while some also learned through playing with others. In regard to online affinity spaces, most participants learned English incidentally. Most participants experienced English language learning through interacting with the content within the online affinity spaces. More, specifically, when inquiring about new knowledge related to gaming, players were able to learn English at the same time. These finding reveal the potential for online video games and online affinity spaces to help gamers learn English. The implications of this study include the potential for educators to utilize online video games and online affinity spaces in formal learning. This study is important to the field of digital language learning research as it presents a glimpse into the specific processes that occur within informal digital language learning

Learning English through out-of-school exposure : which levels of language proficiency are attained and which types of input are important?

In this study we examined the level of English proficiency children can obtain through out-of-school exposure in informal contexts prior to English classroom instruction. The second aim was to determine the input types that fuel children's informal language acquisition. Language learning was investigated in 780 Dutch-speaking children (aged 10–12), who were tested on their English receptive vocabulary knowledge, listening, speaking, reading and writing skills. Information about learner characteristics and out-of-school English exposure was gathered using questionnaires. The results show large language gains for a substantial number of children but also considerable individual differences. The most beneficial types of input were gaming, use of social media and speaking. These input types are interactive and multimodal and they involve language production. We also found that the various language tests largely measure the same proficiency component

The Effect of Interactivity with a Music Video Game on Second Language Vocabulary Recall

Video games are potential sources of second language input; however, the medium’s fundamental characteristic, interactivity, has not been thoroughly examined in terms of its effect on learning outcomes. This experimental study investigated to what degree, if at all, video game interactivity would help or hinder the noticing and recall of second language vocabulary. Eighty randomly-selected Japanese university undergraduates were paired based on similar English language and game proficiencies. One subject played an English-language music video game for 20 minutes while the paired subject watched the game simultaneously on another monitor. Following gameplay, a vocabulary recall test, a cognitive load measure, an experience questionnaire, and a two-week delayed vocabulary recall test were administered. Results were analyzed using paired samples t-tests and various analyses of variance. Both the players and the watchers of the video game recalled vocabulary from the game, but the players recalled significantly less vocabulary than the watchers. This seems to be a result of the extraneous cognitive load induced by the interactivity of the game; the players perceived the game and its language to be significantly more difficult than the watchers did. Players also reported difficulty simultaneously attending to gameplay and vocabulary. Both players and watchers forgot significant amounts of vocabulary over the course of the study. We relate these findings to theories and studies of vocabulary acquisition and video game-based language learning, and then suggest implications for language teaching and learning with interactive multimedia

Boys like games and girls like movies. Age and gender differences in out-of-school contact with English

It is commonly agreed in the field of foreign language (FL) learning that, in the absence of massive amounts of input in the traditional classroom, FL learning is a long and slow process for the majority of students (Muñoz, 2008; Nunan 1991; Pickard, 1995). Recent research has highlighted the key role of the amount and intensity of input in this process, together with its quality (Muñoz, 2012). However, in many contexts nowadays, FL learners are enriching their limited contact with the target language in the classroom with unlimited contact outside the classroom thanks to the easy and immediate availability of the Internet and digital media

Chapter 25 Learning Across the Lifespan

Chapter 25. Learning across the lifespan: Age, language learning, and technology

Learning L2 Vocabulary through Video Games

openIn questa analisi andrò a valutare i benefici dei videogame durante il processo di apprendimento di una lingua straniera, prendendo in considerazione due videogiochi specifici. Lo scopo di questo caso studio è di comprendere quanto sia impattante aver sempre a che fare con nuove parole che ritornano occasionalmente; soffermarsi sulla vastità di campi semantici che giacciono nei videogiochi capendo così il loro potenziale per proporlo come compagno di studi nell'apprendimento di una nuova lingua straniera durante gli studi. Per fare questo, mi appoggerò a diversi saggi scritti da studiosi che hanno studiato questa materia in dettagli e proprio alla fine dei miei capitoli, presenterò un glossario con tutti quei termini che mi hanno aiutato molto durante il mio processo di apprendimento della lingua inglese durante la scuola elementare, media e il liceo. Alla fine della tesi, scopriremo quanto significativo sia l'impatto di avere un esposizione breve ma costante alla lingua straniera designata e avremo inoltre, un'idea più chiara sui vantaggi di giocare ai videogame.In this analysis I am going to evaluate the benefits of video games in the process of learning a foreign language, taking into account two specific games: Genshin Impact and Pokèmon games. The purpose of this case study is to understand how impactful always having to do with new words that occasionally return is, to linger upon the vastity of semantic fields that lie into videogames understanding in this way their potential and to suggest them as studying companions in the process of learning a new language during school studies. In order to do that, I will lean on several papers written by scholars who studied the topic in details and I shall present at the very end of my chapters, a glossary with all the terms that really helped me out on my process of learning English during primary, secondary and high school. At the end of the dissertation we will find out the meaningful impact of having a brief but constant exposure to the designated foreign language, we will also have a clearer point of view regarding the advantages of playing videogames