Hostname: page-component-669899f699-tpknm Total loading time: 0 Render date: 2025-04-25T15:34:58.377Z Has data issue: false hasContentIssue false
  • English
  • Français

Second language learning in the context of massively multiplayer online games: A scoping review

Published online by Cambridge University Press:  11 September 2018

Nasser Jabbari Open the ORCID record for Nasser Jabbari [Opens in a new window]  and
Zohreh R. Eslami Open the ORCID record for Zohreh R. Eslami [Opens in a new window]
Nasser Jabbari
Affiliation:
Texas A&M University, USA ([email protected])
Zohreh R. Eslami
Affiliation:
Texas A&M University, USA ([email protected])
Get access Rights & Permissions [Opens in a new window]

Abstract

This review examines the second language acquisition (SLA) literature with regard to the role of “massively multiplayer online games” (MMOGs) in second language (L2) learning. It focuses on commercially developed off-the-shelf (COTS) MMOGs only (some of them modified for educational purposes such as Reinders’ & Wattana’s work). It surveys the current empirical research to find out which aspects of L2 learning have been investigated, how they were studied, and what the findings suggest in relation to L2 learning opportunities and outcomes within and beyond MMOG contexts. We synthesized the findings of 31 studies reporting empirical evidence about the role of MMOGs in L2 learning. We observed that the empirical research in this area is mainly qualitative and that L2-related motivational and affective factors, L2 vocabulary, and learners’ communicative competence (or discourse management strategies) are the most widely investigated topics. Based on the findings, our paper presents a model that depicts hypothetical interrelationships among (a) MMOG designed settings, (b) the social and affective affordances provided in these settings, (c) L2 learning opportunities, and (d) the L2 learning outcomes achieved. We conclude that MMOGs provide socially supportive and emotionally safe (i.e. low-language-anxiety) environments that afford multiple opportunities for L2 learning and socialization, which, in turn, help L2 learners to enrich their L2 vocabulary repertoire and enhance their communicative competence in the target language.

Keywords

L2 learningmassively multiplayer online gamesaffordances
Type
Regular papers
Information
ReCALL , Volume 31 , Issue 1 , January 2019 , pp. 92 - 113
Copyright
© European Association for Computer Assisted Language Learning 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

*Reviewed articles are marked by an asterisk.Google Scholar
*Alp, P and Patat, E. (2015) Gameplay in Italian: The impacts of World of Warcraft on second language learners in Turkey. The International Journal of Technologies in Learning 22(3), 1–9.Google Scholar
Arksey, H and O’Malley, L. (2005) Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology 8(1), 19–32. https://doi.org/10.1080/1364557032000119616 Google Scholar
Beatty, K. (2010) Teaching and researching computer-assisted language learning, 2nd ed. Harlow: Longman.Google Scholar
Brouwer, C. E and Wagner, J. (2004) Developmental issues in second language conversation. Journal of Applied Linguistics and Professional Practice 1(1), 29–47. https://doi.org/10.1558/japl.v1.i1.29 Google Scholar
*Bytheway, J. (2014) In-game culture affects learners’ use of vocabulary learning strategies in massively multiplayer online role-playing games. International Journal of Computer-Assisted Language Learning and Teaching 4(4), 1–13. https://doi.org/10.4018/ijcallt.2014100101 Google Scholar
Canale, M and Swain, M. (1980) Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1), 1–47.Google Scholar
Chik, A. (2013) Naturalistic CALL and digital gaming. TESOL Quarterly 47(4), 834–839. https://doi.org/10.1002/tesq.133 Google Scholar
*Chik, A. (2014) Digital gaming and language learning: Autonomy and community. Language Learning & Technology 18(2), 85–100.Google Scholar
Chiu, Y.-H., Kao, C.-W and Reynolds, B. L. (2012) The relative effectiveness of digital game-based learning types in English as a foreign language setting: A meta-analysis. British Journal of Educational Technology 43(4), E104–E107. https://doi.org/10.1111/j.1467-8535.2012.01295.x Google Scholar
Cole, H and Griffiths, M. D. (2007) Social interactions in massively multiplayer online role-playing gamers. CyberPsychology & Behavior 10(4), 575–583. https://doi.org/10.1089/cpb.2007.9988 Google Scholar
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T and Boyle, J. M. (2012) A systematic literature review of empirical evidence on computer games and serious games. Computers & Education 59(2), 661–686. https://doi.org/10.1016/j.compedu.2012.03.004 Google Scholar
Coombs, P and Ahmed, M. (1974) Attacking rural poverty: How nonformal education can help. Baltimore: Johns Hopkins University Press.Google Scholar
Corbin, J and Strauss, A. (2008) Basics of qualitative research: Techniques and procedures for developing grounded theory, 3rd ed. Thousand Oaks: Sage. https://doi.org/10.4135/9781452230153 Google Scholar
Cornillie, F., Thorne, S. L and Desmet, P. (2012) ReCALL special issue: Digital games for language learning: Challenges and opportunities. Editorial: Digital games for language learning: From hype to insight? ReCALL 24(3), 243–256. https://doi.org/10.1017/S0958344012000134 Google Scholar
*Dixon, D. H. (2014 Levelling 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 (Master’s thesis). Available from ProQuest Dissertations and Theses database. (UMI No. 1554214).Google Scholar
Garrett, P. B. (2008) Researching language socialization. In: King K & Hornberger N H (eds.), Encyclopedia of language and education: Vol. 10. Research methods in language and education. New York: Springer, 189–201. https://doi.org/10.1007/978-0-387-30424-3_254 Google Scholar
Gass, S. M and Mackey, A. (2007) Input, interaction, and output in second language acquisition. In: VanPatten B & Williams J (eds.), Theories in second language acquisition: An introduction. Mahwah: Lawrence Erlbaum, 175–200.Google Scholar
Gee, J. P. (2003) What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.Google Scholar
Hattie, J and Yates, G. C. R. (2013) Visible learning and the science of how we learn, Rev. ed. New York: Routledge.Google Scholar
Hubbard, P and Bradin Siskin, C. (2004) Another look at tutorial CALL. ReCALL 16(2), 448–461. https://doi.org/10.1017/S0958344004001326 Google Scholar
Kaplan, A. M and Haenlein, M. (2010) Users of the world, unite! The challenges and opportunities of social media. Business Horizons 53(1), 59–68. https://doi.org/10.1016/j.bushor.2009.09.003 Google Scholar
Ke, F. (2009) A qualitative meta-analysis of computer games as learning tools. In: Ferdig R E (ed.), Handbook of research on effective electronic gaming in education. Hershey: IGI Global, 1–31. https://doi.org/10.4018/978-1-59904-808-6.ch001 Google Scholar
*Kongmee, I., Strachan, R., Montgomery, C and Pickard, A. (2011 Using massively multiplayer online role playing games (MMORPGs) to support second language learning: Action research in the real and virtual world. In: Proceedings of the 2nd Annual IVERG Conference: Immersive Technologies for Learning: Virtual Implementation, Real Outcomes. Middlesborough, UK.Google Scholar
Larsen-Freeman, D and Cameron, L. (2008) Complex systems and applied linguistics. Oxford: Oxford University Press.Google Scholar
Lave, J and Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511815355 Google Scholar
*Lee, Y. J and Gerber, H. (2013) It’s a WoW World: Second language acquisition and massively multiplayer online gaming. Multimedia-Assisted Language Learning 16(2), 53–70.Google Scholar
*Li, Z. (2011 Adolescent English language learners’ second language literacy engagement in World of Warcraft (WoW) (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3496915).Google Scholar
Lincoln, Y. S and Guba, E. G. (1985) Naturalistic inquiry. Newbury Park: Sage.Google Scholar
Long, M. H. (1981) Input, interaction, and second-language acquisition. Annals of the New York Academy of Science 379(1), 259–278. https://doi.org/10.1111/j.1749-6632.1981.tb42014.x Google Scholar
Long, M. H. (1996) The role of the linguistic environment in second language acquisition. In: Ritchie W C & Bathia T K (eds.), Handbook of research on second language. San Diego: Academic Press, 413–468. https://doi.org/10.1016/B978-012589042-7/50015-3 Google Scholar
MacIntyre, P. D., Dörnyei, Z., Clément, R and Noels, K. A. (1998) Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal 82(4), 545–562. https://doi.org/10.1111/j.1540-4781.1998.tb05543.x Google Scholar
Mays, N., Roberts, E and Popay, J. (2001) Synthesising research evidence. In: Fulop N, Allen P, Clarke A & Black N (eds.), Studying the organisation and delivery of health services: Research methods. London: Routledge, 188–220.Google Scholar
*Newgarden, K., Zheng, D and Liu, M. (2015) An eco-dialogical study of second language learners’ World of Warcraft (WoW) gameplay. Language Sciences 48: 22–41. https://doi.org/10.1016/j.langsci.2014.10.004 Google Scholar
*Palmer, D. S. (2010 Second language pragmatic socialization in World of Warcraft (Doctoral dissertation). Available from ProQuest Dissertations and Theses database. (UMI No. 3422748).Google Scholar
Peterson, M. (2010aMassively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning 23(5), 429–439. https://doi.org/10.1080/09588221.2010.520673 Google Scholar
Peterson, M. (2010bComputerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming 41(1), 72–93. https://doi.org/10.1177/1046878109355684 Google Scholar
*Peterson, M. (2011)) Digital gaming and second language development: Japanese learners’ interactions in a MMORPG. Digital Culture & Education 3(1), 56–73.Google Scholar
*Peterson, M. (2012aLearner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL 24(3), 361–380. https://doi.org/10.1017/S0958344012000195 Google Scholar
*Peterson, M. (2012bLanguage learner interaction in a massively multiplayer online role-playing game. In: Reinders H (ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan, 70–92. https://doi.org/10.1057/9781137005267_5 Google Scholar
Prensky, M. (2001) Digital game-based learning. St. Paul: Paragon House.Google Scholar
*Rama, P. S., Black, R. W., van Es, E and Warschauer, M. (2012) Affordances for second language learning in World of Warcraft. ReCALL 24(3), 322–338. https://doi.org/10.1017/S0958344012000171 Google Scholar
*Rankin, Y., Gold, R and Gooch, B. (2006) 3D role-playing games as language learning tools. In: Gröller E & Szirmay-Kalos L (eds.), Proceedings of EuroGraphics 25(3 New York: ACM.Google Scholar
*Rankin, Y. A., Morrison, D., McNeal, M., Gooch, B and Shute, M. W. (2009) Time will tell: In-game social interactions that facilitate second language acquisition. In: Young R (ed.), Proceedings of the 4th International Conference on Foundations of Digital Games. New York: ACM, 161–168. https://doi.org/10.1145/1536513.1536546 Google Scholar
*Reinders, H and Wattana, S. (2011) Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture & Education 3(1), 3–29.Google Scholar
*Reinders, H and Wattana, S. (2014) Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology 18(2), 101–123.Google Scholar
*Reinders, H and Wattana, S. (2015aThe effects of digital game play on second language interaction. International Journal of Computer-Assisted Language Learning and Teaching 5(1), 1–21. https://doi.org/10.4018/IJCALLT.2015010101 Google Scholar
*Reinders, H and Wattana, S. (2015bAffect and willingness to communicate in digital game-based learning. ReCALL 27(1), 38–57. https://doi.org/10.1017/S0958344014000226 Google Scholar
Reinhardt, J and Sykes, J. M. (2012) Conceptualizing digital game-mediated L2 learning and pedagogy: Game-enhanced and game-based research and practice. In: Reinders H (ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan, 32–49. https://doi.org/10.1057/9781137005267_3 Google Scholar
*Ryu, D. (2011) Non-native English speakers’ multiliteracy learning in beyond-game culture: A sociocultural study. MERLOT Journal of Online Learning and Teaching 7(2), 231–243.Google Scholar
*Ryu, D. (2013) Play to learn, learn to play: Language learning through gaming culture. ReCALL 25(2), 286–301. https://doi.org/10.1017/S0958344013000050 Google Scholar
Schmidt, R. W. (1990) The role of consciousness is second language learning. Applied Linguistics 11(2), 129–158. https://doi.org/10.1093/applin/11.2.129 Google Scholar
Schmidt, R. (1992) Awareness and second language acquisition. Annual Review of Applied Linguistics 13: 206–226. https://doi.org/10.1017/S0267190500002476 Google Scholar
Smith, B. (2004) Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition 26(3), 365–398. https://doi.org/10.1017/S027226310426301X Google Scholar
Smith, B. (2005) The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly 39(1), 33–58. https://doi.org/10.2307/3588451 Google Scholar
Steinkuehler, C. A. (2004) Learning in massively multiplayer online games. In: Kafai Y B, Sandoval W A, Enyedy N, Nixon A S & Herrera F (eds.), Proceedings of the Sixth International Conference of the Learning Sciences. Santa Monica: International Society of the Learning Sciences, 521–528.Google Scholar
*Sundqvist, P and Sylvén, L. K. (2014) Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL 26(1), 3–20. https://doi.org/10.1017/S0958344013000232 Google Scholar
Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In: Gass S M & Madden C G (eds.), Input in second language acquisition. Rowley: Newbury House, 235–253.Google Scholar
Sykes, J. M and Reinhardt, J. (2013) Language at play: Digital games in second and foreign language teaching and learning. Boston: Pearson Education.Google Scholar
Sykes, J. M., Oskoz, A and Thorne, S. L. (2008) Web 2.0, synthetic immersive environments, and mobile resources for language education. CALICO Journal 25(3), 528–546. https://doi.org/10.1558/cj.v25i3.528-546 Google Scholar
*Sylvén, L. K and Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL 24(3), 302–321. https://doi.org/10.1017/S095834401200016X Google Scholar
*Thorne, S. L. (2008) Transcultural communication in open internet environments and massively multiplayer online games. In: Magnan S S (ed.), Mediating discourse online. Amsterdam: John Benjamins, 305–327. https://doi.org/10.1075/aals.3.17tho Google Scholar
Thorne, S. L., Black, R. W and Sykes, J. M. (2009) Second language use, socialization, and learning in internet interest communities and online gaming. The Modern Language Journal 93(s1), 802–821. https://doi.org/10.1111/j.1540-4781.2009.00974.x Google Scholar
Thorne, S. L and Fischer, I. (2012) Online gaming as sociable media. ALSIC: Apprentissage des Langues et Systèmes d’Information et de Communication 15(1), 1–25. https://doi.org/10.4000/alsic.2450 Google Scholar
*Thorne, S. L., Fischer, I and Lu, X. (2012) The semiotic ecology and linguistic complexity of an online game world. ReCALL 24(3), 279–301. https://doi.org/10.1017/S0958344012000158 Google Scholar
*Turgut, Y and Irgin, P. (2009) Young learners’ language learning via computer games. Procedia - Social and Behavioral Sciences 1(1), 760–764. https://doi.org/10.1016/j.sbspro.2009.01.135 Google Scholar
Voulgari, I and Komis, V. (2011) Collaborative learning in massively multiplayer online games: A review of social, cognitive, and motivational perspectives. In: Felicia P (ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches Vol. 1 Hershey: IGI Global, 370–394. https://doi.org/10.4018/978-1-60960-495-0.ch018 Google Scholar
Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
Wenger, E. (1998) Communities of practice: Learning, meaning, and identity . New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511803932 Google Scholar
*Wu, M. L., Richards, K and Saw, G. K. (2014) Examining a massive multiplayer online role-playing game as a digital game-based learning platform. Computers in the Schools 31(1–2), 65–83. https://doi.org/10.1080/07380569.2013.878975 Google Scholar
Yee, N. (2006) The demographics, motivations, and derived experiences of users of massively multi-user online graphical environments. Presence 15(3), 309–329. https://doi.org/10.1162/pres.15.3.309 Google Scholar
*Zheng, D., Bischoff, M and Gilliland, B. (2015) Vocabulary learning in massively multiplayer online games: Context and action before words. Educational Technology Research and Development 63(5), 771–790. https://doi.org/10.1007/s11423-015-9387-4 Google Scholar
*Zheng, D., Newgarden, K and Young, M. F. (2012) Multimodal analysis of language learning in World of Warcraft play: Languaging as values-realizing. ReCALL 24(3), 339–360. https://doi.org/10.1017/S0958344012000183 Google Scholar
*Zheng, D., Young, M. F., Brewer, R. A and Wagner, M. (2010) Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal 27(1), 205–231. https://doi.org/10.11139/cj.27.1.205-231 Google Scholar
*Zheng, D., Young, M. F., Wagner, M. M and Brewer, R. A. (2009) Negotiation for action: English language learning in game-based virtual worlds. The Modern Language Journal 93(4), 489–511. https://doi.org/10.1111/j.1540-4781.2009.00927.x Google Scholar