The Impact of Massively Multiplayer Online Role-Playing Games on Language Development and Motivation: Perceptions from EFL Learners and Teachers
الموضوعات : Research in English Language PedagogyMahmood Validi 1 , Aryan Movahed 2
1 - Department of English Language and Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 - Department of English Language and Literature, Shahid Chamran University of Ahvaz, Ahvaz, Iran
الکلمات المفتاحية: EFL learners, Language development and motivation, MMORPGs, Self-determination theory, Social interaction, World of Warcraft ,
ملخص المقالة :
The digital age has ushered in innovative avenues for language learning. In this line, the present study explores the motivational factors influencing EFL learners' engagement with Massively Multiplayer Online Role-Playing Games (MMORPGs). Drawing on Self-Determination Theory (SDT), the research investigates how social interaction, exploration, and escapism within MMORPGs contribute to motivation for EFL learning. The study involved 200 international World of Warcraft players, termed as frequent gamers, and five language teachers with two to three years of teaching and MMORPG experience. Quantitative data on player preferences was collected through a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling. Moreover, qualitative data was gathered through semi-structured interviews. The findings pointed to participants’ sense of competency in group leadership, their feeling of power and satisfaction derived from in-game achievements, and increased personal and social understanding. The research suggests that MMORPGs, when utilized effectively, can be a valuable supplementary tool for EFL learning, fostering real-life social interaction and increasing learner engagement. These findings offer valuable insights for educators, curriculum developers, and game designers seeking to leverage MMORPGs for language learning.
Alsaleh, Z. (2022). Gaming to learn, learning to game: language learning through massively multiplayer online role-playing games (MMORPGs) [Doctoral dissertation, University of Southampton].
Andujar, A., & Spratt, M. (2023). Using AI to support CLIL teacher language. Journal of Research in Applied Linguistics, 14(2), 7-19. https://doi.org/10.22055/RALS.2023.45267.3177
Arnseth, H. C. (2006). Learning to play or playing to learn: A critical account of the models of communication informing educational research on computer gameplay. Game Studies, 6(1), 1-11.
Bawa, P., & Brockport, S. U. N. Y. (2021). What do they think and why it matters? Views of administrators and faculty on the use of massively multiplayer online games for learning. Computers and Education Open, 2, 100034. https://doi.org/10.1016/j.caeo.2021.100034
Bocanegra-Valle, A. (2023). Online methodologies and open resources for LSP teacher education and professional development. Journal of Research in Applied Linguistics, 14(2), 147-160 https://doi.org/10.22055/RALS.2023.43547.3037
Bondareva, L.V., Potemkina, T.V. (2021). Video games in the development of cognitive skills relevant for language learning: A systematic review. In: Sukhova, N.V., Dubrovskaya, T., Lobina, Y.A. (eds) Multimodality, digitalization and cognitivity in communication and pedagogy. Numanities - Arts and Humanities in Progress (pp. 73-86).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/147clarke8088706qp063oa
Camacho Vásquez, G., & Ovalle, J. C. (2019). The influence of video games on vocabulary acquisition in a group of students from the BA in English teaching. GIST Education and Learning Research Journal, 19, 172-192. https://doi.org/10.26817/16925777.707
Chen, Y. L., Hsu, C. C., Lin, C. Y., & Hsu, H. H. (2022). Robot-assisted language learning: Integrating artificial intelligence and virtual reality into English tour guide practice. Education Sciences, 12(7), 437. https://doi.org/10.3390/educsci12070437
Cornillie, F., Thorne, S. L., & 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. doi:10.1017/S0958344012000134
De Grove, F., Bourgonjon, J., & Van Looy, J. (2012). Digital games in the classroom? A contextual approach to teachers’ adoption intention of digital games in formal education. Computers in Human behavior, 28(6), 2023-2033. http://dx.doi.org/10.1016/j.chb.2012.05.021
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior Plenum Press. New York.
Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268. https://doi.org/10.1207/S15327965PLI1104_01
Dehghani, H., & Mashhadi, A. (2024). Exploring Iranian English as a foreign language teachers’ acceptance of ChatGPT in English language teaching: Extending the technology acceptance model. Education and Information Technologies, 1-22. https://doi.org/10.1007/s10639-024-12660-9
Díez-Arcón, P., & Martín-Monje, E. (2023). Language teacher development in computer-mediated collaborative work and digital peer assessment: An innovative proposal. Journal of Research in Applied Linguistics, 14(2), 40-54. https://doi.org/10.22055/RALS.2023.44054.3080
Dincer, A., Yeşilyurt, S., & Noels, K. (2019). Self-determined engagement in language learning: The relations among autonomy-support, psychological needs, and engagement. Cumhuriyet Uluslararası Eğitim Dergisi, 8(4), 1130-1147. http://dx.doi.org/10.30703/cije.586482
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59. https://doi.org/10.1017/S0267190501000034
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation. Routledge.
Godwin-Jones, R. (2014). Games in language learning: opportunities and challenges. Language Learning & Technology 18(2), 9-19 Retrieved from http://llt.msu.edu/issues/june2014/emerging.pdf
Godwin-Jones, R. (2016). Augmented reality and language learning: From annotated vocabulary to place-based mobile games. Language Learning & Technology, 20, 9–19. Retrieved from http://llt.msu.edu/issues/october2016/emerging.pdf
Grgurović, M., Chapelle, C. A., & Shelley, M. C. (2013). A meta-analysis of effectiveness studies on computer technology-supported language learning. ReCALL, 25(2), 165-198. doi:10.1017/S0958344013000013
Griffiths, M. (2000). Does Internet and computer" addiction" exist? Some case study evidence. CyberPsychology and Behavior, 3(2), 211-218. https://doi.org/10.1089/109493100316067
Grüsser, S. M., Thalemann, R., & Griffiths, M. D. (2007). Excessive computer game playing: evidence for addiction and aggression? Cyberpsychology & behavior, 10(2), 290-292. https://doi.org/10.1089/cpb.2006.9956
Halverson, R. (2005). What can K-12 school leaders learn from video games and gaming? Innovate: journal of online education, 1(6), 1-9.
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. British journal of educational technology, 44(1), 66-81. DOI: 10.1111/j.1467-8535.2011.01260.x
Hickey, D. T., Ingram-Goble, A. A., & Jameson, E. M. (2009). Designing assessments and assessing designs in virtual educational environments. Journal of Science Education and Technology, 18, 187-208. DOI 10.1007/s10956-008-9143-1
Jabbari, N., & Eslami, Z. R. (2019). Second language learning in the context of massively multiplayer online games: A scoping review. ReCALL, 31(1), 92-113. https://doi.org/10.1017/s0958344018000058
Janebi Enayat, M., & Haghighatpasand, M. (2019). Exploiting adventure video games for second language vocabulary recall: A mixed-methods study. Innovation in Language Learning and Teaching, 13(1), 61-75. http://dx.doi.org/10.1080/17501229.2017.1359276
Karlik, M. (2023). Exploring The impact of culture on language learning: How understanding cultural context and values can deepen language acquisition. International Journal of Language, Linguistics, Literature and Culture, 02(05), 05–11. https://doi.org/10.59009/ijlllc.2023.0035
Kayan, A., & Aydin, I. S. (2020). The effect of computer-assisted educational games on teaching grammar. World Journal of Education, 10(1), 117-133. doi:10.5430/wje.v10n1p117
Khazaie, S., Mashhadi, A., & Farhadi, A. (2018). An investigation into the impact of grafting m-game onto the blended module of L2 pedagogy. Teaching and Learning Research, 14(2), 39-53. https://doi.org/10.22070/tlr.2020.2511
Khazaie, S., Mashhadi, A., & Torabi, R. (2020). Exploring the viability of robot-assisted differentiated instruction in translation of english for medical purposes and quality of treatment. Language and Translation Studies (LTS), 53(2), 57-94. https://doi.org/10.22067/lts.v52i4.84415
Kukulska-Hulme, A. (2013). Re-skilling language learners for a mobile world. Monterey, CA: The International Research Foundation for English Language Education. Retrieved from
http://www.tirfonline.org/english-in-the-workforce/mobile-assisted-language-learning/
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and genesis of second language development. Oxford: Oxford University Press, 2006.
Lăpădat, L. C. (2023). Interlacing Resources, Methodologies, and Challenges: A Triadic Analysis of EFL Pedagogy. Analele Universităţii din Craiova, Seria Ştiinţe Filologice, Limbi Străine Aplicate, 1, 252-265.
Loewen, S., & Sato, M. (Eds.). (2017). The Routledge Handbook of Instructed Second Language Acquisition. Routledge.
Mashhadi, A., & Khazaie, S. (2018). Familiar or unfamiliar context?: Application of m-games in the blended module of L2 learning. In Online course management: concepts, methodologies, tools, and applications (pp. 482-510). IGI Global. DOI: 10.4018/978-1-4666-8519-2.ch010
Mashhadi, A., Hussein, M. A., & Fahad, A. K. (2023b). Mobile learning for teacher professional development: An empirical assessment of an extended technology acceptance model. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 349-369. https://doi.org/10.30827/portalin.vi2023c.29658
Mashhadi, A., Kassim Kadhum, A., & Gooniband Shooshtari, Z. (2023a). Exploring technological pedagogical content knowledge among Iraqi high school English teachers: A comparative study during the COVID-19 pandemic. Iranian Journal of Applied Language Studies, 15(1), 141-154. https://doi.org/10.22111/10.22111/IJALS.2023.45855.2356
Miftahuddin, D., & Malihah, N. (2022). Massive Multiplayer Online Role-Playing Games to Enrich Vocabulary to Foreign Language Learners: The Implementation. Journal of English Teaching and Learning Issues, 5(2), 81-94. DOI: 10.21043/jetli.v5i2.17090
Momenanzadeh, M., Mashhadi, A., Gooniband Shooshtari, Z., & Arús-Hita, J. (2023). English as a foreign language preservice teachers’ technological pedagogical content knowledge: A quantitative comparative study. Journal of Research in Applied Linguistics, 14(2), 161-172. https://doi.org/10.22055/RALS.2023.44207.3100
Monjezi, M., & Mashhadi, A. (2021). Corrective feedback/talkback in IELTS writing task 2: different feedback/talkback media in focus. Teaching English Language, 15(2), 335-363. https://doi.org/10.22132/TEL.2021.141560
Nardi, B. (2010). My life as a night elf priest: An anthropological account of World of Warcraft (p. 245). University of Michigan Press.
Ng, L. L., Azizie, R. S., & Chew, S. Y. (2022). Factors influencing ESL players’ use of vocabulary learning strategies in massively multiplayer online role-playing games (MMORPG). The Asia-Pacific Education Researcher, 31(4), 369-381. https://doi.org/10.1007/s40299-021-00578-6
Peterson, M. (2010). Massively 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
Peterson, M. (2012). EFL learner collaborative interaction in Second Life. ReCALL, 24(1), 20-39. doi: I0.10 17/S0958344011000279
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. https://doi.org/10.1017/S0958344012000171
Rankin, Y. A., Gold, R., & Gooch, B. (2006). 3D role-playing games as language learning tools. Eurographics (Education Papers), 25(3), 33-38.
Reinders, H., & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38-57. DOI: 10.1017/S0958344014000226
Robertson, J., & Howells, C. (2008). Computer game design: Opportunities for successful learning. Computers & Education, 50(2), 559-578. doi:10.1016/j.compedu.2007.09.020
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68-78. https://doi.org/10.1037/0003-066X.55.1.68
Strachan, R., Kongmee, I., & Pickard, A. (2016). Using massively multiplayer role-playing games (MMORPGs) to support second language learning: A case study of the student journey. In Utilizing virtual and personal learning environments for optimal learning (pp. 87-109). IGI Global. DOI: 10.4018/978-1-4666-8847-6.ch005
Susaeta, H., Jimenez, F., Nussbaum, M., Gajardo, I., Andreu, J. J., & Villalta, M. (2010). From MMORPG to a classroom multiplayer presential role playing game. Journal of Educational Technology & Society, 13(3), 257-269. Retrieved August 2, 2024 from https://www.learntechlib.org/p/74910/.
Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302-321. doi:10.1017/S095834401200016X
Thorne, S. L. (2008). Transcultural communication in open Internet environments and massively multiplayer online games. Mediating discourse online, 305-327.
Traxler, J., Barcena, E., Andujar, A., Jalilifar, A., & Mashhadi, A. (2023). Introduction: Teaching languages in times of social and technological change and divide. Journal of Research in Applied Linguistics, 14(2), 3-6. https://doi.org/10.22055/rals.2023.18722
Vahdat, S., Mashhadi, A., & Ghasemi Adivi, I. (2023). Effects of virtual instruction on the speaking accuracy of Iranian high school English learners with varied personality traits during the COVID-19 pandemic. Journal of English Language Teaching and Learning, 15(31), 94-112. Doi: 10.22034/elt.2023.56011.2529
Van Dijk, J., & Hacker, K. (2003). The digital divide as a complex and dynamic phenomenon. The information society, 19(4), 315-326. DOI: 10.1080/01972240390227895
Vosburg, D. (2017). The effects of group dynamics on language learning and use in an MMOG. Calico Journal, 34(1), 58-74. DOI: 10.1558/cj.29524
Voulgari, I., Komis, V., & Sampson, D. G. (2014). Learning outcomes and processes in massively multiplayer online games: exploring the perceptions of players. Educational Technology Research and Development, 62(2), 245-270. Retrieved August 2, 2024 from https://www.learntechlib.org/p/153795/.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Whang, L. S. M., & Chang, G. (2004). Lifestyles of virtual world residents: Living in the online game" Lineage". CyberPsychology & behavior, 7(5), 592-600. DOI: 10.1089/cpb.2004.7.592
Winaldo, M. D., & Oktaviani, L. (2022). Influence of video games on the acquisition of the English language. Journal of English Language Teaching and Learning, 3(2), 21-26. DOI: https://doi.org/10.33365/jeltl.v3i2.1953
Yaşar, S. (2018). The role of massively multiplayer online role-playing games in extramural second language learning: A literature review. Journal of Educational Technology and Online Learning, 1(3), 1-10. DOI: 10.31681\jetol.436100
Yee, N. (2006). Motivations for play in online games. CyberPsychology & behavior, 9(6), 772-775. https://doi.org/10.1089/cpb.2006.9.772
Zaghlool, Z. D., & Khasawneh, M. A. S. (2023). Incorporating the impacts and limitations of AI-driven feedback, evaluation, and real-time conversation tools in foreign language learning. Migration Letters, 20(7), 1071-1083.
Zheng, D., Bischoff, M., & Gilliland, B. (2015). Vocabulary learning in massively multiplayer online games: Context and action before words. Educational Technology Research and Development, 63, 771-790. DOI 10.1007/s11423-015-9387-4
Zheng, D., Newgarden, K., & Young, M. F. (2012). Multimodal analysis of language learning in World of Warcraft play: Languaging as values-realizing. ReCALL, 24(3), 339-360. DOI: https://doi.org/10.1017/S0958344012000183
Zhonggen, Y. (2019). A meta-analysis of use of serious games in education over a decade. International Journal of Computer Games Technology, 2019, 1-8 https://doi.org/10.1155/2019/4797032
