Play to Learn, Learn to Play: Language Learning through Gaming Culture

Abstract

Many researchers have investigated learning through playing games. However, after playing games, players often go online to establish and participate in the online community where they enrich their game experiences, discuss game-related issues, and create fan-fictions, screenshots, or scenarios. Although these emerging activities are an essential part of gaming culture, they have not attracted much attention from researchers and only a few empirical studies have been done on learning through beyond-game culture. Language learning in particular has not been extensively researched despite the proliferation of game players who speak English as a foreign language within this community. To address how non-native English speaking (NNE) game players participate in language learning through game play and beyond-game culture, three generations of activity theories and a multiple-case study design were employed in this study. The asynchronous computer-mediated discourses were repeatedly reviewed, and email interviews with participants were conducted over three stages. The discourse analysis of interaction data and interview scripts showed how participants were engaged in language learning through gaming culture. First, words or phrases used in game play could be learned while playing games. Second, sentences or discourses could be practiced through interaction with native or more fluent peers in the online community after playing games. Third, these two types of engagement in gaming culture were closely related to influencing language learning through repeated practices and collaborative interactions. In conclusion, language learning through gaming is appropriately understood when ecological perspectives are adopted to look at both sides of gaming culture.

Foreign language practice in simulation video games: An analysis of game‐based FL use dynamics

“…This finding suggests that the embodied context of gameplay and the embeddedness of in-game discourse in this context scaffold game-based FL use and practice (Ibrahim, 2018a) and is consistent with several studies in the field of multimedia glossing, which demonstrated that contextualized FL input, especially through multimodal representation, can support FL practice and learning (Hsu, Hwang, Chang, & Chang, 2013;Kim, 2006;Koolstra & Beentjes, 1999;Mohsen & Balakumar, 2011). The finding further explains the potential impact of stand-alone gameplay on FL development (e.g., Chik, 2011;Ranalli, 2008;Ryu, 2013).…”

Game-Enhanced Second Language Vocabulary Acquisition Strategies: A Systematic Review

“…A number of qualitative studies [23] [24] revealed strategies that second language learners found useful for vocabulary facilitation through gaming situations. Students named, guessing from the context [23]- [25], using of dictionaries [23] [26]- [28], peers' advice [23] [25] [27], language repetitions [25] [27] [29], and interactions with native speakers [30] as the most helpful. Moreover, students in these studies reported the enhanced motivation toward language learning caused by engaging gaming environment.…”

“…The analysis of quantitative, qualitative, and mixed-method studies revealed that ESL learners enhanced vocabulary by means of imagery [41], language repetitions [25] [27] [29] as well as contextual clues given by either non-player characters [24]- [26] [33] [35] or game environment [23]. Similarly, interactions with native speakers [29] [30] [35] [39] and peers' advice [23] [25] [27] [39] positively affected vocabulary outcomes.…”

“…Similarly, interactions with native speakers [29] [30] [35] [39] and peers' advice [23] [25] [27] [39] positively affected vocabulary outcomes. Additionally, interactions with native speakers in anonymous informal gaming environment reduced anxiety and increased exposure to slang [29] [30] and colloquial language [25]. Nevertheless, researchers expressed concern that "the exposure to informal registers" and "the incorporation of grammatically incorrect forms remains a potential risk for learner participation in MMORPGs (…) where access is provided to native speaker interlocutors" [30] as it may affect the accuracy and complexity in a target language production [47].…”

Synthesis of Research on Video Games for the Four Second Language Skills and Vocabulary Practice

“…[25] [26] [39]-[41] games. At the same time, synthesis revealed that vocabulary of MMORPGs, sports, first-person-shooter, and strategy games is limited by specific terminology such as sports, military, history, and geography[13] [18] …”