Technological Attribution to Spoken English Language Learning Through Massively Multiplayer Online Role-Play Gaming (MMORPG)

  • Authors

    • Nadia Balqis Adris
    • Hamidah Yamat
    2018-11-26
    https://doi.org/10.14419/ijet.v7i4.21.21625
  • Ethnographic, Gaming, MMORPG, Spoken language, Technological attribution.
  • This paper presents and discusses a part of a study on the use of Massively Multiplayer Online Role-Play Gaming (MMORPG). The aim is to illuminate how the MMORP gaming technology helps learners in developing their spoken English competency. This ethnographic case study involved purposively selected participants - Zamurai and Cynthia. They were virtually observed through participant observation for 12 months as they developed from novices to expert players. Their chat and interview logs were triangulated for validity. Findings revealed an increase of more than 70% of online interaction while online conversations indicate increasing confidence, assertiveness, and deeper, more elaborative thoughts. The participants also felt that the: anonymous nature of online communication provided less threatening environment for social and language experimentation, time gaps in online chats turn-taking presented windows of language processing for comprehension, collaborative nature of the gameplay design provided exposure to spoken language models and feedback, and the semantically-mediated context-based authentic conversation provided a rich environment for language and cultural appropriation. These indicate the technological attributions of MMORPG in developing the skills needed for spoken language competency. It implies the need for a technological based approach in language teaching and learning and the potential of e-global language learning.

     

     

  • References

    1. [1] Crowley D, Heyer P. Communication in history: Technology, culture, society. Routledge; 2015 Sep 30.

      [2] Lauder H, Young M, Daniels H, Balarin M, Lowe J, editors. Educating for the Knowledge Economy?: Critical Perspectives. Routledge; 2012 Jan 6.

      [3] Korres GM. Technical change and economic growth: Inside the knowledge based economy. Routledge; 2016 Dec 5.

      [4] Prensky M. Digital natives, digital immigrants part 1. On the horizon. 2001 Sep 1;9(5):1-6.

      [5] Osman K, Hamid SH. Standard setting: inserting domain of the 21st century thinking skills into the existing science curriculum in Malaysia. Procedia-Social and Behavioral Sciences. 2009 Jan 1;1(1):2573-7.

      [6] Lee AT. Flight simulation: virtual environments in aviation. Routledge; 2017 Mar 2.

      [7] McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulationâ€based medical education research: 2003–2009. Medical education. 2010 Jan;44(1):50-63.

      [8] Carrier M. Automated Speech Recognition: its impact on teaching and learning languages. InConference proceedings. ICT for language learning 2016 Nov (p. 103). libreriauniversitaria. it Edizioni.

      [9] Underwood J. Exploring AI language assistants with primary EFL students. CALL in a climate of change: adapting to turbulent global conditions–short papers from EUROCALL. 2017 Dec 3:317-21.

      [10] Daniels P, Iwago K. The suitability of cloud-based speech recognition engines for language learning. JALT CALL Journal. 2017;13(3):229-39.

      [11] Dousay TA, Hall C. Alexa, tell me about using a virtual assistant in the classroom. InEdMedia+ Innovate Learning 2018 Jun 25 (pp. 1413-1419). Association for the Advancement of Computing in Education (AACE).

      [12] Thevasigamoney AF, Yunus MM. A glimpse into e-mail dialogue journal writing (EDJW) and writing anxiety among gifted learners. Procedia-Social and Behavioral Sciences. 2014 Mar 20;123:266-71.

      [13] Yamat H, Bidabadi FS. English language learning anxiety among Iranian EFL freshman university learners. Research Journal of Applied Sciences. 2012;7(8):413-20.

      [14] Hashim H, Isa IS. Students' anxiety level towards speaking in English: Malaysia polytechnic experience. In Business, Engineering and Industrial Applications (ISBEIA), 2012 IEEE Symposium on 2012 Sep 23 (pp. 595-599). IEEE.

      [15] Musa NC, Lie KY, Azman H. Exploring English language learning and teaching in Malaysia. GEMA Online® Journal of Language Studies. 2012 Jan 9;12(1).

      [16] Mayer I, Mastik H. Organizing and Learning Through Gaming and Simulation: Proceedings of Isaga 2007. Eburon Uitgeverij BV; 2007.

      [17] Steinkuehler CA, Williams D. Where everybody knows your (screen) name: Online games as “third placesâ€. Journal of computer-mediated communication. 2006 Jul 1;11(4):885-909.

      [18] Suznjevic M, Matijasevic M. Why MMORPG players do what they do: relating motivations to action categories. International Journal of Advanced Media and Communication. 2010 Jan 1;4(4):405-24.

      [19] Lee YJ, Gerber H. It’sa WoW World: Second language acquisition and massively multiplayer online gaming. Multimedia-Assisted Language Learning. 2013;16(2):53-70.

      [20] Dixon DH. Leveling up language proficiency through massive multiplayer online role playing games: Opportunities for English learners to receive input, modify output, negotiate meaning, and employ language-learning strategies. The University of Utah; 2014.

      [21] Rankin YA, Morrison D, McNeal M, Gooch B, Shute MW. Time will tell: In-game social interactions that facilitate second language acquisition. InProceedings of the 4th international conference on foundations of digital games 2009 Apr 26 (pp. 161-168). ACM.

      [22] Balcikanli C. Language learning in Second Life: American and Turkish students’ experiences. Turkish Online Journal of Distance Education. 2012;13(2).

      [23] Peterson M. Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL. 2012 Sep;24(3):361-80.

      [24] Glaser BG, Strauss AL. The discovery of grounded theory: strategies for qualitative theory. New Brunswick: Aldine Transaction. 1967.

      [25] Kongmee I, Strachan R, Montgomery C, Pickard A. Using massively multiplayer online roleplaying games (MMORPGs) to support second language learning: Action research in the real and virtual world.

  • Downloads

  • How to Cite

    Balqis Adris, N., & Yamat, H. (2018). Technological Attribution to Spoken English Language Learning Through Massively Multiplayer Online Role-Play Gaming (MMORPG). International Journal of Engineering & Technology, 7(4.21), 107-112. https://doi.org/10.14419/ijet.v7i4.21.21625