Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6609-1.CH013
Dan Dixon, M. Christison
The purpose of this chapter is twofold: (1) to review the benefits of digital game-based language learning (DGBLL), specifically massively multiplayer online games (MMOs), and (2) to present research investigating the design elements of MMOs that can be beneficial for second language acquisition (SLA). Data were gathered from volunteer ESL learners playing the MMO Guild Wars 2 over the course of four weeks. The findings from the research indicate that MMOs with design elements like Guild Wars 2 are beneficial to SLA primarily because they provide opportunities for interaction in the target language through participation in collaborative problem-solving gaming tasks. The results of the research presented in this chapter show (1) that the requirements of input and output for successful gaming allow for a type of interaction in which the focus on language form leads to modified-output, (2) that players have opportunities to negotiate input as a means of completing in-game tasks, and (3) that in-game tasks resemble well-designed classroom instructional tasks believed to be beneficial for SLA.
{"title":"L2 Gamers' Use of Learning and Communication Strategies in Massively Multiplayer Online Games (MMOs)","authors":"Dan Dixon, M. Christison","doi":"10.4018/978-1-7998-6609-1.CH013","DOIUrl":"https://doi.org/10.4018/978-1-7998-6609-1.CH013","url":null,"abstract":"The purpose of this chapter is twofold: (1) to review the benefits of digital game-based language learning (DGBLL), specifically massively multiplayer online games (MMOs), and (2) to present research investigating the design elements of MMOs that can be beneficial for second language acquisition (SLA). Data were gathered from volunteer ESL learners playing the MMO Guild Wars 2 over the course of four weeks. The findings from the research indicate that MMOs with design elements like Guild Wars 2 are beneficial to SLA primarily because they provide opportunities for interaction in the target language through participation in collaborative problem-solving gaming tasks. The results of the research presented in this chapter show (1) that the requirements of input and output for successful gaming allow for a type of interaction in which the focus on language form leads to modified-output, (2) that players have opportunities to negotiate input as a means of completing in-game tasks, and (3) that in-game tasks resemble well-designed classroom instructional tasks believed to be beneficial for SLA.","PeriodicalId":107672,"journal":{"name":"CALL Theory Applications for Online TESOL Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116312201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-2933-0.CH009
Tülay Dixon, M. Christison
This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.
{"title":"Teaching English Grammar in a Hybrid Academic ESL Course","authors":"Tülay Dixon, M. Christison","doi":"10.4018/978-1-5225-2933-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-2933-0.CH009","url":null,"abstract":"This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.","PeriodicalId":107672,"journal":{"name":"CALL Theory Applications for Online TESOL Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125280694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-6609-1.CH012
S. Przymus, Alan David Smith
This chapter highlights the potential and practical application of CALL and specifically the use of massively multiplayer online role-playing games (MMORPGs) for the language and identity socialization of transnational students. The authors focus on the educational trajectories of 1) children returnees and 2) international migrants who have lived and attended school in the U.S. and now have been uprooted to Mexico as a result of repatriation and/or deportation. The authors advocate creating blended affinity spaces at schools where youth can meet and play digital role-playing games. Game-ecology literacy development within these spaces is detailed through the sharing of game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment. The chapter concludes with a “call to action” and steps for educators to create such blended affinity spaces for gaming at schools.
{"title":"Gaming the System","authors":"S. Przymus, Alan David Smith","doi":"10.4018/978-1-7998-6609-1.CH012","DOIUrl":"https://doi.org/10.4018/978-1-7998-6609-1.CH012","url":null,"abstract":"This chapter highlights the potential and practical application of CALL and specifically the use of massively multiplayer online role-playing games (MMORPGs) for the language and identity socialization of transnational students. The authors focus on the educational trajectories of 1) children returnees and 2) international migrants who have lived and attended school in the U.S. and now have been uprooted to Mexico as a result of repatriation and/or deportation. The authors advocate creating blended affinity spaces at schools where youth can meet and play digital role-playing games. Game-ecology literacy development within these spaces is detailed through the sharing of game screen shots, blog posts, and the perspectives of transnational students that support this kind of learning within the EFL environment. The chapter concludes with a “call to action” and steps for educators to create such blended affinity spaces for gaming at schools.","PeriodicalId":107672,"journal":{"name":"CALL Theory Applications for Online TESOL Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127215196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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