World of VocCraft: Computer Games and Swedish Learners’ L2 English Vocabulary

Sundqvist, Pia; Sylvén, Liss Kerstin

doi:10.1057/9781137005267_10

Cited by 69 publications

(114 citation statements)

References 18 publications

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“…Recent studies have also started to look at the ways in which learners use digital games to support their learning outside the classroom (Kuure 2011, Chik 2012, Sundqvist & Sylvén 2012. Similarly, mobile technologies offer a great deal of potential for the delivery and support of out-of-class learning (Beatty 2013, Pegrum 2014).…”

Section: Technology-enhanced Learningmentioning

confidence: 99%

Research agenda: Language learning beyond the classroom

2017

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Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also expanded the world beyond the classroom for language learners. Language learning and teachingbeyondthe classroom (LBC) is, thus, emerging as a field ripe for the development of new research agendas (Benson & Reinders 2011; Nunan & Richards 2015). We propose potentially fruitful avenues for research here under the headings of settings for learning, learning processes and teaching.

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Section: Technology-enhanced Learningmentioning

confidence: 99%

Research agenda: Language learning beyond the classroom

2017

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“…Sylvén, L., Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2.…”

Section: Citation For the Original Published Paper (Version Of Record)mentioning

confidence: 99%

Gaming as extramural English L2 learning and L2 proficiency among young learners

Sylvén

Sundqvist

2012

ReCALL

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323

177

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This is the published version of a paper published in ReCALL. Citation for the original published paper (version of record):Sylvén, L., Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. Claims have been made that certain games, in particular massively multiplayer online role-playing games (MMORPGs) provide L2 English learners with a linguistically rich and cognitively challenging virtual environment that may be conducive to L2 learning, as learners get ample opportunities for L2 input and scaffolded interaction in the L2. In this paper, we present empirical evidence that L2 English proficiency correlates with the frequency of gaming and types of games played. We base our observation on a study among young L2 English learners (N 5 86, aged 11-12, Sweden). Data were collected through a questionnaire, a language diary, and three proficiency tests. The questionnaire provided demographic background information but was also targeted at measuring extramural English habits, i.e., learners' out-of-school contact with English (cf. Sundqvist, 2009). The diary measured how much time the learners spent on seven predetermined extramural English activities during one week, while the tests measured their achieved L2 proficiency regarding reading and listening comprehension, and vocabulary. Previous research among learners aged 15-16 (Sundqvist, 2009) showed positive correlations between playing digital games and L2 proficiency, in particular with regard to vocabulary, and also identified gender-related differences regarding vocabulary (boys outperformed girls) as well as the frequency of gaming and types of games played. These results were corroborated in the present study. A clear pattern emerged from our data: frequent gamers (Z 5 hours/week) outperformed moderate gamers who, in turn, outperformed non-gamers. Background variables could not explain the between-group differences. Even though the boys might have been more proficient or apt than the girls a priori and, therefore, chose to engage more in L2 gaming, the findings suggest that playing digital games at an early age can be important for L2 acquisition. ReCALLReCALL 24(3): 302-321. 2012 r European Association for Computer Assisted Language Learning 302 doi:10.1017

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“…Specifically, studies have examined both game-enhanced learning (i.e., through the use of commercial, off-the-shelf games) and game-based learning (i.e., though the use of digital games built explicitly for the teaching and learning of world languages) and have shown that digital games support learning in a variety of areas. Benefits include the creation of a learning community (e.g., Bryant, 2006;Peterson, 2012;Reinhardt & Zander, 2011), the opportunity for intercultural learning (e.g., Thorne, 2008), access to a diversity and complexity of written and spoken discourse (e.g., Liang, 2012;Thorne, Fischer, & Lu, 2012), access to authentic texts (Reinhardt, 2013;Squire, 2008), evidence of authentic socioliteracy practice (Steinkuehler, 2007;Thorne, Black, & Sykes, 2009), and affordances for the sociocognitive processes of learning and language socialization (e.g., Piiranen-Marsh & Tainio, 2009;Zheng, Young, Wagner, & Brewer, 2009), especially of lexis (e.g., deHaan, Reed, & Kuwada, 2010;Hitosugi, Schmidt, & Hayashi, 2014;Neville, 2010;Purushotma, 2005;Sundqvist & Sylvén, 2012).…”

Section: Introductionmentioning

confidence: 99%

Digital games and language teaching and learning

Sykes¹

2018

Foreign Language Annals

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The digital gaming industry has captured the public's attention worldwide and in the United States alone, the video game industry is predicted to increase by 30% from 2010 to 2019, reaching $19.6 billion in revenue (Takahashi, 2015, n.p.). Not surprisingly, digital gameplay is also rapidly expanding in educational domains. Although researchers have often cautioned that digital games are not a panacea or magic bullet, for the past decade educators have been exploring the inherent complexities and benefits of digital gaming and the significant opportunities they provide for effective, meaningful learning across disciplines (Caillois, 1961; Gee, 2007; McGonigal, 2013; Squire, 2009). World language learning and teaching have followed suit. This piece provides a brief exploration of the use of digital games in the language learning context and offers three ideas for future work in this area: (1) increased access to community‐based games, (2) meaningful incorporation of virtual reality, and (3) increased access to commercial games.

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World of VocCraft: Computer Games and Swedish Learners’ L2 English Vocabulary

Cited by 69 publications

References 18 publications

Research agenda: Language learning beyond the classroom

Research agenda: Language learning beyond the classroom

Gaming as extramural English L2 learning and L2 proficiency among young learners

Digital games and language teaching and learning

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