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A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn

A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn

Nuttakritta Chotipaktanasook, Hayo Reinders
Copyright: © 2020 |Pages: 23
ISBN13: 9781522596189|ISBN10: 1522596186|EISBN13: 9781522596196
DOI: 10.4018/978-1-5225-9618-9.ch023
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MLA

Chotipaktanasook, Nuttakritta, and Hayo Reinders. "A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn." Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2020, pp. 424-446. https://doi.org/10.4018/978-1-5225-9618-9.ch023

APA

Chotipaktanasook, N. & Reinders, H. (2020). A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn. In I. Management Association (Ed.), Language Learning and Literacy: Breakthroughs in Research and Practice (pp. 424-446). IGI Global. https://doi.org/10.4018/978-1-5225-9618-9.ch023

Chicago

Chotipaktanasook, Nuttakritta, and Hayo Reinders. "A Massively Multiplayer Online Role-Playing Game and Its Effects on Interaction in the Second Language: Play, Interact, and Learn." In Language Learning and Literacy: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 424-446. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-5225-9618-9.ch023

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Abstract

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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