1 / 48

Effects of Gameplay on Interaction and Willingness to Communicate in English

A. A. S. A. D. W. O. T. A. R. N. A. T. Digital Game-Based Language Learning: The Effects of Gameplay on Interaction and Willingness to Communicate in English. Effects of Gameplay on Interaction and Willingness to Communicate in English.

osborn
Download Presentation

Effects of Gameplay on Interaction and Willingness to Communicate in English

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A A S A D W O T A R N A T Digital Game-Based Language Learning: The Effects of Gameplay on Interaction and Willingness to Communicate in English

  2. Effects of Gameplay on Interaction and Willingness to Communicate in English Interaction in the L2 plays an important role in creating learning opportunities (Long, 1996) and facilitating the process of language acquisition (Swain, 1985) Encouraging learners’ TL interaction is one of the greatest challenges for language teachers (Ellis, 2005; Reinders & Cho, 2011)

  3. Effects of Gameplay on Interaction and Willingness to Communicate in English In EFL settings, such as Thailand, genuine interaction is difficult, and in some cases impossible (Brown, 2006). The learning practices of many Thai EFL learners • unwilling to communicate in English (Kamprasertwong, 2010) • overly concerned about accuracy in their language use (Mackenzie, 2002); • introverted in expressing themselves in English (Kline, Barrett, & Svaste-Xuto, 1981) • not confident in their speaking skills (Boonkit, 2010)

  4. Effects of Gameplay on Interaction and Willingness to Communicate in English In EFL settings, such as Thailand, genuine interaction is difficult, and in some cases impossible (Brown, 2006). The learning practices of many Thai EFL learners too shy to use English to interact with their classmates (Wiriyachitra, 2001) • unmotivated to participate in class activities in English (Maneekhao & Tepsuriwong, 2009) • anxious about English use (Tasee, 2009) • afraid of making mistakes when communicating with English speaking foreigners (Learning English: SuanDusit Poll as cited in Brown, 2006)

  5. Effects of Gameplay on Interaction and Willingness to Communicate in English In EFL settings, such as Thailand, genuine interaction is difficult, and in some cases impossible (Brown, 2006). The learning practices of many Thai EFL learners The implementation of CLT in the Thai EFL setting which has not been optimal (Khamkhien, 2010) • Many teachers are not experienced in CLT (Tantayanusorn as cited in Mackenzie, 2002, p. 62).

  6. Effects of Gameplay on Interaction and Willingness to Communicate in English Dörnyei (2003) points out that learners need to be not only able to communicate but also willing to engage in the act of L2 communication. • Willingness to communicate (WTC) • A final step before L2 use (MacIntyre, et al., 1998) • Influence the frequency of L2 communication (Clément, Baker, & MacIntyre, 2003; MacIntyre & Charos, 1996; Yashima, 2002). MacIntyre, et al., 1998). WTC has been proposed as the ultimate goal of L2 education (Dörnyei, 2001; MacIntyre, et al., 1998). A language program that does not engender WTC among its students is a failed program MacIntyre, et al., 1998)

  7. Effects of Gameplay on Interaction and Willingness to Communicate in English Computer games appear to have such potential for promoting interactionand creating the desired atmosphere to generate greater WTC Interaction plays a central role during gameplay (Bryant, 2006), especially in massively multiplayer online role-playing games (MMORPGs) Games are engaging and motivating (Prensky, 2002; Whitton, 2010) Games have characteristics and features that may reduce anxiety, promote various types of interaction hypothesized as beneficial for SLA (Peterson, 2010a, 2011)

  8. Effects of Gameplay on Interaction and Willingness to Communicate in English The main aim of this study was to investigate the effects of participating in a computer game, focusing on MMORPGs in particular, on learners’ interactionand WTC in English. The present posed the following research questions: • How does playing computer games affect the a) quantity and b) quality of interaction in English of Thai EFL learners? • How does playing computer games affect Thai EFL learners’ willingness to communicate in English?

  9. Effects of Gameplay on Interaction and Willingness to Communicate in English This study concerned itself with The process observation of learners’ participation in the game The product measurement of the quantity and quality of L2 interaction learners’ willingness to use L2 for communication The connection between the process and the product Presented by Sorada Wattana

  10. Effects of Gameplay on Interaction and Willingness to Communicate in English The main aim of this study was to investigate the effects of participating in a computer game, focusing on MMORPGs in particular, on learners’ interactionand WTC in English. The present posed the following research questions: • How does playing computer games affect the a) quantity and b) quality of interaction in English of Thai EFL learners? • How does playing computer games affect Thai EFL learners’ willingness to communicate in English?

  11. Effects of Gameplay on Interaction and Willingness to Communicate in English WTC is defined as individual’s “readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément, & Noels, 1998, p. 547). Individual’s intention to initiate or participate in communication in the target language at a particular moment in a particular situation perceptions of willingness to use English feelings about communication in terms of ‘state’ communicative self-confidence frequency of Interaction in English. Presented by Sorada Wattana

  12. Effects of Gameplay on Interaction and Willingness to Communicate in English Thirty students of one intact class “English for Information Technology” They had different English language proficiency levels. They had learned English for an average of 14 years. Their use of and exposure to the target language was limited and took place exclusively in the English classroom. They had previous experience playing computer games, particularly MMORPGs. They were proficient in synchronous communication and typing skills

  13. Effects of Gameplay on Interaction and Willingness to Communicate in English This study employed a pseudo-empirical research design with a pre-test structure, using an intact EFL classroom and involving discovering students’ generallevels of willingness to use the language for communication in the classroom setting beforehand WTC Questionnaire Set 1 engaging students into six intervention (i.e. computer game) sessions Observation of L2 use measuring students’ willingness to communicate in a computer game environment WTC Questionnaire Set 2 Semi-structured Interviews

  14. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in a Classroom Setting Perceptions of WTC in English Presented by Sorada Wattana

  15. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in a Classroom Setting Levels of State Communicative Self-Confidence Presented by Sorada Wattana

  16. Presented by Sorada Wattana

  17. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in a Classroom Setting Levels of State Communicative Self-Confidence Presented by Sorada Wattana

  18. Presented by Sorada Wattana

  19. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in a Classroom Setting Frequency of English Use Presented by Sorada Wattana

  20. Effects of Gameplay on Interaction and Willingness to Communicate in English The intervention, the playing of the commercial game ‘Ragnarok Online’, was implemented during 20 percent of the total class hours. F2F sessions were conducted in a regular classroom while intervention sessions met in a CALL lab The game was integrated as part of the course as a lesson review session delivered after students finished each unit Presented by Sorada Wattana

  21. Effects of Gameplay on Interaction and Willingness to Communicate in English The intervention, the playing of the commercial game ‘Ragnarok Online’, was implemented during 20 percent of the total class hours. The game was modified by including new “quests” in order to ensure its appropriateness to the L2 learning context, as well as its alignment with the course’s learning activities and objective Presented by Sorada Wattana

  22. Effects of Gameplay on Interaction and Willingness to Communicate in English

  23. Effects of Gameplay on Interaction and Willingness to Communicate in English

  24. Effects of Gameplay on Interaction and Willingness to Communicate in English

  25. Effects of Gameplay on Interaction and Willingness to Communicate in English

  26. Effects of Gameplay on Interaction and Willingness to Communicate in English

  27. Effects of Gameplay on Interaction and Willingness to Communicate in English

  28. Effects of Gameplay on Interaction and Willingness to Communicate in English

  29. Effects of Gameplay on Interaction and Willingness to Communicate in English Presented by Sorada Wattana

  30. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Perceptions of WTC in English Presented by Sorada Wattana

  31. Presented by Sorada Wattana

  32. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Perceptions of WTC in English Presented by Sorada Wattana

  33. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Levels of State Communicative Self- Confidence Anxiety Presented by Sorada Wattana

  34. Presented by Sorada Wattana

  35. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Levels of State Communicative Self- Confidence Anxiety

  36. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Levels of State Communicative Self-Confidence Perceived communicative competence Presented by Sorada Wattana

  37. Presented by Sorada Wattana

  38. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Levels of State Communicative Self-Confidence Perceived communicative competence

  39. Effects of Gameplay on Interaction and Willingness to Communicate in English Questionnaire Findings: Learners’ WTC in English in an MMORPG Setting Levels of State Communicative Self-Confidence

  40. Effects of Gameplay on Interaction and Willingness to Communicate in English Target Language Production Quantifying the number of words uttered and turnperformed in the game by participants. The amount of language output and the number of times participants attempted at using the target language were used to indicate their willingness to communicate in English. A large quantity of target language production would reflect high willingness to use English for communication Presented by Sorada Wattana

  41. Effects of Gameplay on Interaction and Willingness to Communicate in English Target Language Production Learners’ Willingness to Communicate in English in an MMORPG Setting Frequency of communication in English

  42. Effects of Gameplay on Interaction and Willingness to Communicate in English Interview Findings Learners’ Willingness to Communicate in English in an MMORPG Setting Story1: Learners’ Communicative Experience in the Game A total of four interviewees acknowledged that they enjoyed communicating in English in the game and described their communicative experience and language use which could reflect their high willingness to communicate.. Interviewee 5 alone claimed she did not find communicating in the game enjoyable. Her responses were exclusively negative, indicating that she was not willing to communicate in English in the game much.

  43. Effects of Gameplay on Interaction and Willingness to Communicate in English Interview Findings Learners’ Willingness to Communicate in English in an MMORPG Setting Story 2: Learners’ Willingness to Communicate in the game all interviewees except for Interviewee 5 reported higher development of their willingness to interactwith one another in English increased confidence and lower anxiety were the most prevalent recurrent reasons interviewees gave why they were likely to communicate in English more willingly

  44. Effects of Computer Games on L2 communication in EFL context in Thai Higher Education Discussion The participants in this study had a greater WTC in a game environment than in class. Implications if WTC is a facilitating factor in second language acquisition, then it is important to create an environment conducive to encouraging greater WTC. My study corroborate findings from previous research showing the benefits of using technology for increasing WTC.

  45. Effects of Computer Games on L2 communication in EFL context in Thai Higher Education Discussion The participants said they thought it did help to develop fluency. Implications In contexts where English are taught as a foreign language, games can possibly play a role. This may be particularly the case in situations where the teachers themselves are non-native speakers and less confident or fluent in L2 interaction.

  46. Effects of Computer Games on L2 communication in EFL context in Thai Higher Education Discussion Games made learners feel more confident in their ability to use English. Aspects of the game environment make learners feel they are achieving better. Implications The game offered continuous feedback and allowed students to complete actions through language, and in this way gave students a sense of success. Interacting with other students and exchanging information helped students to get information. Obtaining this information then helped them to complete those actions, immediately showing them the value of their communication, and giving them a sense of achievement.

  47. Effects of Computer Games on L2 communication in EFL context in Thai Higher Education Discussion Participants were reluctant in particular to share personal information in the classroom. Most were unwilling to exchange opinions and feelings. Implications Much research has shown the value of personally engaging in the learning process (e.g. Ushioda, 1996) and its potential on language acquisition. If games encourage learners to engage more, this may help them in their learning.

More Related