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Acquiring English Through World of Warcraft: A Study of Overt Language Learning Strategies and Their Effects on English
Language Development
Principle Investigator:Amber Martin
Background This field is still fairly new, at least in that there is relatively little research that specifically examines how large scale, commercial video games support language learning outside of classroom use. Much of what has been
done is qualitative.
General• Exploratory• Video games = good or evil?• How commercial video games can
be adapted for pedagogical purposes
• Examining common motivational factors
• Three main types of video games– Simulation (e.g. The SIMs)– Turn taking (e.g. CIV I-V)– Massively Multiplayer Onling Games,
or MMOGs (e.g. World of Warcraft)
More Specific (4 sources)Gee, J. P. (2003). What video games have to teach us about learning and literacy. New York: Palgrave MacMillan.
– general discussion, many related subtopics
Rama, P. S., Black, R. W., Van Es, E., & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(3), 322-338.
– master novice relationships and language development
Thorne, S. L. (2003, May). Artifacts and cultures- of-use in intercultural communication. Language Learning and Technology, 7(2), 38-67.
– computer mediated communication
Thorne, S. L., Fischer, I., & Lu, X. (2012). The semiotic ecology and linguistic complexity of an online game world. ReCALL,24(3), 279-301.
– meaningful use, opportunities
Research Questions
1) Can Massively Multiplayer Online Role-playing Games (MMORPGs) help non-native speakers (NNSs) improve their English ability?
2) In what, if any, overt language learning strategies do NNSs engage in relation to the game?
3) Do NNS players who engage in language learning strategies improve more over time than those who do not?
Hypotheses
• NNS players who employ overt English learning strategies in conjunction with and during game play will improve their English language ability to a greater degree than those who do not.
• Certain strategies will be greater or lesser predictors of ultimate developmental results.
Research DesignThis is mixed methods research that can be
outlined generally as a qual-QUAN.
Qualitative• Type
– Exploratory– Among a small group of NNSs
• Purpose– Defining
• Outcome– Identify potential motivators for
NNS players– Identify types of strategies
employed by NNSs to learn English– Develop coding systems for the
quantitative data
Quantitative• Type
– Longitudinal– Between groups
• Purpose– Track progress over time
• Outcome– Compare the amount of progress
made in general between groups (first hypothesis)
– Examine whether certain strategies are stronger predictors than others of ultimate development (second hypothesis)
Sample
• NNS World of Warcraft players
• young adults (age 20-40) • play 2 hours a day on
average • do not have other,
extensive exposure to English, but may have had instruction in the past
• High beginner-high intermediate level
• Qualitative– 5 NNS participants
• Quantitative– 15 NNS participants who
claim English language learning as one of their motivations for playing the game
– 15 NNS participants who do not claim the above motivational factor
Data Collection Methods
Qualitative (5 NNS players)• Examine the game itself
– The rules and framework– Typical social expectations– Other types of online support
(blogs, player forums, etc)– Example campaigns
• Stimulated recall videos of the initial 5 participants– These should help the
researcher identify and rank language learning strategies
Quantitative (30 NNS players)• 3 video interviews/recall
sessions of each player over the course of a year– Counting times certain
strategies are used
• 3 pre-campaign chat logs – These should represent fairly
communicatively “rich” episodes of game play since they will involve planning, commanding, and feedback among the collaborators
Proposed Analysis• Regression Analysis
– Based on the frequency of use and “strength” of the language learning strategies employed by the motivated group
– Identify predictors of greater language development (independent or blended strategies)• Complexity will depend on how many strategies are identified• Dependent variable = progress over time• Independent variables = types of strategies
• Repeated Measures ANOVA (univariate)– Multiple assessment of the same groups over time
• Continuous Variable (dependent) = English development as measured through the chat logs
• Categorical Variables (independent) = Motivated or not to improve English ability through game play (between groups). Type of overt language learning strategies employed (within motivated group). Time (within each group)
