A Review of Research on the Application of Digital Games in Foreign Language Education

The use of digital games represents an expanding domain in computer-assisted language learning (CALL) research. This chapter reviews the findings of 26 learner-based studies in this area that are informed by cognitive and social accounts of SLA. The analysis shows that massively multiplayer online role-playing games (MMORPGs) are the most frequently investigated game type and the majority of studies involved EFL learners in higher education. Mixed methods were the most frequent research tool utilized by researchers. Limitations of current research include the preponderance of small-scale experimental studies that investigated only a limited number of factors. Although the research is not conclusive, findings indicate that game play facilitates collaboration, the production of target language output, vocabulary learning, and reduces the influence of factors that inhibit learning. This chapter concludes by identifying promising areas for future research.

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A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5140-9.ch018 ◽

2018 ◽

pp. 367-389 ◽

Cited By ~ 1

Author(s):

Nuttakritta Chotipaktanasook ◽

Hayo Reinders

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Language Education ◽

Role Playing ◽

Computer Assisted ◽

Face To Face ◽

Role Playing Games ◽

Role Playing Game ◽

Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

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A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language

Language Learning and Literacy ◽

10.4018/978-1-5225-9618-9.ch023 ◽

2020 ◽

pp. 424-446

Author(s):

Nuttakritta Chotipaktanasook ◽

Hayo Reinders

Keyword(s):

Second Language ◽

Second Language Acquisition ◽

Language Learning ◽

Language Education ◽

Role Playing ◽

Computer Assisted ◽

Face To Face ◽

Role Playing Games ◽

Role Playing Game ◽

Massively Multiplayer

Massively multiplayer online role-playing games (MMORPGs) have been dramatically used in language education and identified in computer-assisted language learning (CALL) research as playing a central role in second language acquisition (SLA). This chapter addresses the integration of a commercially developed MMORPG Ragnarok Online into a language course as a basis for digital game-based language learning and reports on its effects on second language (L2) interaction. Thirty Thai learners of English who enrolled in a 15-week university language course were required to complete 18 face-to-face classroom lessons and six gameplay sessions. Learners' language use in both text and voice chats during gameplay was recorded and analysed to measure the effects of the game. The findings show that participating in MMORPG resulted in a significantly more considerable increase in L2 interaction that used a wider range of discourse functions compared with English interaction in the classroom. The authors discuss some of the theoretical and pedagogical implications of these findings.

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Exploring the efficacy of pre-service teachers as makers of virtual language/culture learning environments

Journal of virtual exchange ◽

10.21827/jve.4.37413 ◽

2021 ◽

Vol 4 ◽

pp. 14-32

Author(s):

Sabrina Priego ◽

Meei-Ling Liaw

Keyword(s):

Language Learning ◽

Virtual Environments ◽

Social Presence ◽

Point Of View ◽

Target Language ◽

Future Research ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Language And Culture ◽

The Social

Previous literature in the area of computer assisted language learning in Second/Foreign Language (L2/FL) education has highlighted the benefits of using virtual environments for learning the target language and culture (e.g. Blyth, 2018; Lloyd, Rogerson, & Stead, 2017; Shih, 2015). In addition, a number of researchers have demonstrated that one of the important attributes of virtual environments for language learning is the affordances of physical and social presence (e.g. Cho, Yim, & Paik, 2015; McKerlich, Riis, Anderson, & Eastman, 2011; Peterson, 2011; Wang, Lawless-Reljic, Davies, & Callaghan, 2011). However, to our knowledge, no previous studies have investigated the affordances of virtual environments from the makers’ point of view. In this present study, 22 Canadian pre-service teachers used a 360 degree camera and Virtual Reality (VR) software to construct VR environments that were used as cultural virtual tours. They then invited 24 Taiwanese students to interact with them in their created immersive environments. Analyses of the pre-service teachers’ final written reflections showed that most of them reported that they experienced a sense of physical and social presence in their self-created VR environments and that they enjoyed participating in the VR project. However, various factors, such as the design of the task, technical difficulties with the VR equipment, and limits of the social VR network were also found to have negatively influenced their satisfaction with the VR experience. Findings from this study might inform other L2/FL teachers who design VR environments and integrate social VR in their classes. Suggestions for future research are also provided.

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Massive Multiplayer Online Role-Playing Games as English as a Foreign Language Learning Environments

English Language Teaching in a Post-Method Paradigm - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9228-0.ch007 ◽

2019 ◽

pp. 162-182

Author(s):

Hélder Fanha Martins

Keyword(s):

English Language Learners ◽

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Virtual Worlds ◽

English Language ◽

Foreign Language Learning ◽

Role Playing ◽

Target Language ◽

Role Playing Games

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.

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CALL research: Where are we now?

ReCALL ◽

10.1017/s0958344020000051 ◽

2020 ◽

Vol 32 (2) ◽

pp. 127-144 ◽

Cited By ~ 1

Author(s):

John Gillespie

Keyword(s):

Language Learning ◽

Empirical Studies ◽

Structure Theory ◽

Future Research ◽

Small Scale ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Short Period ◽

Wide Range ◽

Small Cohort

AbstractThis article considers the current position of computer-assisted language learning (CALL) research by producing an integrative synthetic overview of all the articles published in three leading international CALL journals: ReCALL (in its 31st year of publication), the CALICO Journal (its 36th) and Computer Assisted Language Learning journal (its 32nd) over a sustained recent period: 2006–2016. They are judged sufficiently representative to enable broad trends to be detected and the sector’s strengths and weaknesses to be identified. The focus is on CALL research’s international reach, the range of topics researched and the nature of the studies themselves. The findings suggest that CALL research is growing internationally in the number of countries and researchers involved. A wide range of topics is researched, but there is a concentration of papers published on a cluster of popular areas. Consequently, fewer articles are published on a large number of CALL topics or, in some cases, rarely studied. The research methods employed are rigorous: in writing, structure, theory, literature awareness, and discussion and presentation of results, yet there are still weaknesses. Most empirical studies are small scale: based on one institution, a small cohort of students, over a short period of time and seldom followed up. Based on these findings, suggestions are made with a view to broadening and strengthening CALL research through targeting neglected strategic areas with special journal issues and conferences, and improving the quality of research projects. Key areas for future research are proposed.

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An Analysis of Game Design Elements Used in Digital Game-Based Language Learning

Sustainability ◽

10.3390/su13126679 ◽

2021 ◽

Vol 13 (12) ◽

pp. 6679

Author(s):

Terence Govender ◽

Joan Arnedo-Moreno

Keyword(s):

Language Learning ◽

Game Design ◽

Design Patterns ◽

Language Education ◽

Digital Games ◽

Target Language ◽

Digital Game ◽

Element Analysis ◽

Design Elements ◽

Game Elements

Considerable changes have occurred in language learning with the introduction of gameful approaches in the classroom and the increase in the popularity of language applications like Duolingo. A review of existing studies on such approaches to language learning shows that gamification tends to be the most popular approach. However, this popularity has been achieved at the expense of other gameful approaches, such as the use of digital games. To gain a clearer picture of the developments and gaps in the digital game-based learning research, this paper examines and categorizes observations about game elements used in published papers (n = 114) where serious and digital games were tested in language education settings. Game element analysis reveals that (1) the most frequently occurring elements in digital game-based language learning (DGBLL) are feedback, theme, points, narrative, and levels; (2) even though there was significant variance in the number of elements observed in DGBLL, both the bespoke and off-the-shelf games show similar high-frequency elements; (3) DGBLL has been applied to vocabulary acquisition and retention in many cases, but lacks implementation and testing in input and output language skills; (4) although there is some consensus on the most frequent elements, the design patterns of common elements according to age group and target language skill show considerable variance; (5) more research is needed on less common design elements that have shown promise in encouraging language acquisition. The synthesis of information from the collected papers contributes to knowledge regarding DGBLL application design and will help formulate guidelines and detect efficacy patterns as the field continues to grow.

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The use of avatars in digital role-playing games (RPGs) in computer-assisted language learning (CALL)

Digital Games and Language Learning ◽

10.5040/9781350133037.ch-007 ◽

2021 ◽

Author(s):

Charly Harbord ◽

Euan Dempster ◽

Darshana Jayemanne

Keyword(s):

Language Learning ◽

Role Playing ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Role Playing Games

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MMORPGS and Foreign Language Education

Handbook of Research on Effective Electronic Gaming in Education ◽

10.4018/978-1-59904-808-6.ch024 ◽

2009 ◽

pp. 402-421 ◽

Cited By ~ 13

Author(s):

Yong Zhao ◽

Chun Lai

Keyword(s):

Foreign Language ◽

Language Learning ◽

Learning Environments ◽

Foreign Language Learning ◽

Language Education ◽

Role Playing ◽

Foreign Language Education ◽

Role Playing Games ◽

Ideal Language ◽

Massively Multiplayer

This chapter provides an overview of the potential of massively multiplayer role-playing games (MMORPGs) for foreign language education and discusses how MMORPGs can be better designed to support foreign language education. It reviews current conceptualizations on ideal language learning environments, discusses the potential of MMORPGs for foreign language education, and elaborates on how to design MMORPGs to facilitate foreign language learning. The authors hope that this discussion will help foreign language educators realize and capitalize on the values of MMORPGs in foreign language education, and will guide the design of MMORPGs for foreign language learning.

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EFL learner collaborative interaction in Second Life

ReCALL ◽

10.1017/s0958344011000279 ◽

2012 ◽

Vol 24 (1) ◽

pp. 20-39 ◽

Cited By ~ 47

Author(s):

Mark Peterson

Keyword(s):

Language Learning ◽

Virtual Worlds ◽

Second Life ◽

Target Language ◽

Future Research ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

Multiuser Virtual Environment ◽

Computer Based ◽

Collaborative Interaction

AbstractThis paper reports on the task-based interaction of English as a Foreign Language (EFL) learners in the 3D multiuser virtual environment (MUVE) Second Life. The discussion first explores research on the precursors of MUVEs, text-based 2D virtual worlds known as MOOs. This is followed by an examination of studies on the use of MUVEs in Computer Assisted Language Learning (CALL). The discussion then focuses on an investigation of the Second Life-based text chat of learners located at a university in Japan. Data analysis reveals that the environment, and tasks, elicited types of collaborative interaction hypothesized as beneficial in the sociocultural account of language development. Collaborative interaction identified in the data involved peer-scaffolding focusing on lexis, and correction. The data further showed that the participants actively maintained a supportive atmosphere through the provision of utterances designed to signal interest, and the extensive use of positive politeness. These factors facilitated social cohesion, intersubjectivity, and the consistent production of coherent target language output focused on the tasks. Participant feedback was broadly positive, and indicates that specific features of Second Life such as individual avatars, coupled to the computer-based nature of the interaction, appeared to enhance discourse management, engagement, and participation. The findings suggest that Second Life provides an arena for learner centered social interaction that offers valuable opportunities for target language practice, and the development of autonomy. Areas of potential for future research are identified.

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