Applying Communicative Project theory (Linell, 2009), we identify and distinguish between the different coordination and language activities that emerged during an episode of World of Warcraft (WoW) gameplay involving English Language learners (ELLs). We further investigate ELLs’ coordinations between killing and caring, self and others, in which language and action arise. Using multimodal analysis, we found: 1) a diverse tapestry of communicative activities unlikely to match what would be found in a classroom environment; 2) that the values realizing involved in killing (a typical action in WoW) demonstrates a strong covariate tie with caring; and 3) that players’ values realizing is multi-layered, heterarchical and dynamic at a given time and space of situated interaction. We conclude by making suggestions for 1) the design of learning environments based on affordances for coaction and rich communicative activities and 2) the reconceiving of language learning as skilled linguistic action (Cowley, in press) grounded in situated learning and participation in intercultural, technology-mediated L2 networks.

In this study of affordances for second language (L2) learning in World of Warcraft (WoW) group play, we compared three gameplay episodes spanning a semester-long course. Applying multimodal analysis framed by ecological, dialogical and distributed (EDD) views (Zheng and Newgarden, forthcoming), we explored four English as a second language learners’ verbalizations and avatar actions. Players learned to take skilled linguistic action as they coordinated recurrent WoW gameplay activities (questing, planning next moves, traveling, learning a skill, etc.). Frequent activities matched Common European Framework of Reference (CEFR) speaking proficiency descriptors, used widely in L2 teaching and learning (L2TL), providing evidence that players engaged in the types of communicative activities interaction-oriented classroom approaches develop. However, in the WoW context, interactions were not planned, but emerged as players dynamically directed the course of play. Furthermore, modalities of avatar-embodiment and conversing over Skype allowed players to flexibly integrate language and actions to co-act toward game goals, discuss non-game topics during play, or demonstrate comprehension with avatar actions alone, an affordance for less verbal players. This research builds on previous work (Zheng, Newgarden & Young, 2012) relating WoW’s multiplayer activities and L2 learners’ skilled linguistic actions. We refer to Chemero’s (2009) model of the animal-environment system to explain how L2 learners develop abilities to take skilled linguistic action by acting on affordances in WoW. The EDD framework presented may enable other researchers to account for more of the complexities involved in L2 learning in multimodal, multiplayer virtual environments.

Research on educationally designed game-based virtual learning environments and virtual worlds has begun to explore the affordances of 3D metaverses for engaging learners in ways that contrast with formal schooling. Applying constructs from ecological psychology, distributed cognition, and sociocultural perspectives, design-based longitudinal studies have shown the quality of learning taking place in technology-supported collaborative environments. But what are the affordances of virtual environments for second language learning? How can we design for a nonlinear experience of action and interaction that exploits these affordances? We explored current language teaching practices in Second Life and found that many educators simply apply their classroom approaches in the virtual space, treating the environment merely as input. Designing for optimal learning opportunities in virtual worlds requires that we rethink second language acquisition by grounding it in the ecological psychology concepts of perception-action, values-realizing, coaction, and languaging. We call for a rethinking of pedagogies based on input/output models that imply a linear progression from an initial to a goal state. Instead cognition is embodied and distributed, and avatars in 3D worlds allow us to experience virtual environments in embodied, dialogical ways. Language learning in virtual worlds calls for design that prioritizes opportunities for distributed meaning-making and coaction in values-realizing activities that go beyond task-based learning, autonomy, and construction of a second language identity.

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