Hostname: page-component-745bb68f8f-cphqk Total loading time: 0 Render date: 2025-01-11T00:46:47.316Z Has data issue: false hasContentIssue false
  • English
  • Français

Affect and willingness to communicate in digital game-based learning

Published online by Cambridge University Press:  20 May 2014

Hayo Reinders  and
Sorada Wattana
Hayo Reinders
Affiliation:
Unitec, Auckland, New Zealand (email: hayo@innovationinteaching.org
Sorada Wattana
Affiliation:
Dhurakij Pundit University, Bangkok, Thailand (email: sorada.wat@dpu.ac.th
Get access Rights & Permissions [Opens in a new window]

Abstract

The possible benefits of digital games for language learning and teaching have received increasing interest in recent years. Games are said, amongst others, to be motivating, to lower affective barriers in learning, and to encourage foreign or second language (L2) interaction. But how do learners actually experience the use of games? What impact does gameplay have on students’ perceptions of themselves as learners, and how does this affect their learning practice? These questions are important as they are likely to influence the success of digital game-based language learning, and as a result the way teachers might integrate games into the curriculum. In this study we investigated the experiences of five students who had participated in a fifteen-week game-based learning program at a university in Thailand. We conducted six interviews with each of them (for a total of 30 interviews) to identify what impact gameplay had in particular on their willingness to communicate in English (MacIntyre, Dörnyei, Clément & Noels, 1998). The results showed that gameplay had a number of benefits for the participants in this study, in particular in terms of lowering their affective barriers to learning and increasing their willingness to communicate. We discuss the implications of these results in terms of further research and classroom practice.

Keywords

digital gamesdigital game-based language learning (DGBLL)willingness to communicate (WTC)
Type
Research Article
Information
ReCALL , Volume 27 , Issue 1 , January 2015 , pp. 38 - 57
Copyright
Copyright © European Association for Computer Assisted Language Learning 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adler, P. A. and Adler, P. (1998) Peer power: Preadoloscent culture and identity. London: Rutgers University Press.Google Scholar
Anyaegbu, R., Ting, W. and Li, Y. (2012) Serious game motivation in an EFL classroom in Chinese primary school. TOJET: The Turkish Online Journal of Educational Technology, 11(1): 154–164.Google Scholar
Arnold, J. (1999) Affect in language learning. Cambridge: Cambridge University Press.Google Scholar
Bennui, P. (2008) A study of L1 interference in the writing of Thai EFL students. Malaysian Journal of ELT Research, 4: 72–102.Google Scholar
Bleumers, L., Naessens, K. and Jacobs, A. (2010) How to approach a many splendored thing: Proxy Technology Assessment as a methodological praxis to study virtual experience. Journal of Virtual Worlds Research, 3(1): 1–24.Google Scholar
Boonkit, K. (2010) Enhancing the development of speaking skills for non-native speakers of English. Procedia - Social and Behavioral Sciences, 2(2): 1305–1309.Google Scholar
Bray, L. (2009) Cultural dimensions for a foreigner teaching English in a Thai university. Pedagogies of Connection: TESOL in Context: Special Edition (May 2009), S2: 1–10.Google Scholar
Bryant, A. and Charmaz, K. (eds.) (2007) The SAGE Handbook of Grounded Theory. London: SAGE Publications Ltd.Google Scholar
Bryant, T. (2006) Using World of Warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning. http://www.academiccommons.org/commons/essay/bryant-MMORPGs-for-SLA#comments.Google Scholar
Bunrueng, P. (2008) Anxiety in studying English for communication of Loei Rajabhat university students. Paper presented at the International Conference of Educational Research (ICER) on Learning Communities for Sustainable Development., KhonKaen, Thailand.Google Scholar
Campbell, A., McNamara, O. and Gilroy, P. (2004) Practitioner research and professional development in education. London: SAGE Publications Ltd.Google Scholar
Cao, Y. (2006) Temporal fluctuations in situational willingness to communicate in a second language classroom. New Zealand Studies in Applied Linguistics, 12(2): 1–16.Google Scholar
Chu, H.-N. R. (2008) Shyness and EFL learning in Taiwan: A study of shy and non-shy college students’ use of strategies, foreign language anxiety, motivation, and willingness to communicate. Unpublished PhD dissertation, University of Texas at Austin.Google Scholar
Clément, R., Baker, S. C. and MacIntyre, P. D. (2003) Willingness to communicate in a second language: The effects of context, norms, and vitality. Journal of Language and Social Psychology, 22(2): 190–209.Google Scholar
Compton, L. (2004a) From chatting to oral fluency: Using chat to improve self-confidence and increase willingness to communicate. Teaching English with Technology, 4(1): 1–9.Google Scholar
Compton, L. (2004b) Using text chat to improve willingness to communicate. In: Son, J.-B. (ed.), Computer-Assisted Language Learning: Concepts, contexts, and practices. New York: iUniverse, Inc., 123–144.Google Scholar
deHaan, J. (2005a) Acquisition of Japanese as a foreign language through a baseball video game. Foreign Language Annuals, 38(2): 278–282.Google Scholar
deHaan, J. (2005b) Learning language through video games: A theoretical framework, an evaluation of game genres and questions for futher research. In: Schaffer, S. P. and Price, M. L. (eds.), Interactive convergence: Critical issues in multimedia. Oxford: Inter-Disciplinary Press, 229–239.Google Scholar
deHaan, J., Reed, W. M. and Kuwada, K. (2010) The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2): 74–94.Google Scholar
Derwing, T. M., Munro, M. J. and Thomson, R. I. (2008) A longitudinal study of ESL learners' fluency and comprehensibility development. Applied Linguistics, 29(3): 359–380.CrossRefGoogle Scholar
Dörnyei, Z. (2001) New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21: 43–59.Google Scholar
Dörnyei, Z. (2009) The Psychology of Second Language Acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R. (2004) Individual differences in second language learning. In: Davies, A. and Elder, C. (eds.), The Handbook of Applied Linguistics. Oxford: Blackwell Publishing, 525–551.Google Scholar
Freiermuth, M. and Jarrell, D. (2006) Willingesss to communicate: Can online chat help? International Journal of Applied Linguistics, 16(2): 189–212.CrossRefGoogle Scholar
Gao, X. and Lamb, T. (2011) Exploring links between identity, motivation and autonomy. In: Murray, G., Gao, X. and Lamb, T. (eds.), Identity, motivation and autonomy in language learning. Bristol: Mutilingual Matters, 1–11.Google Scholar
García-Carbonell, A., Rising, B., Montero, B. and Watts, F. (2001) Simulation/Gaming and the acquisition of communicative competence in another language. Simulation & Gaming, 32(4): 481–491.Google Scholar
Gee, J. P. (2007) What video games have to teach us about learning and literacy. Basingstoke: Palgrave Macmillan.Google Scholar
Gee, J. P. (2009) Deep learning properties of good digital games: How far can they go?. In: Ritterfeld, U., Cody, M. and Vorderer, P. (eds.), Serious games: Mechanisms and effects. New York: Routledge, 65–80.Google Scholar
Gee, J. P. (2012) Foreword. In: Reinders, H. (ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan.Google Scholar
Holmes, H. and Tangtongtavy, S. (1997) Working with the Thais: A guide to managing in Thailand. Bangkok: White Lotus.Google Scholar
Hubbard, P. (1991) Evaluating computer games for language learning. Simulation & Gaming, 22(2): 220–223.CrossRefGoogle Scholar
Jarrell, D. and Freiermuth, M. R. (2005) The motivational power of Internet chat. RELC Journal, 36(1): 59–72.Google Scholar
Kamprasertwong, M. (2010) Willingness to communicate in English speech as a second language: A study of Thai, Chinese, and Dutch Samples. Unpublished MA dissertation, University of Groningen, The Netherlands.Google Scholar
Kang, S.-J. (2005) Dynamic emergence of situational willingness to communicate in a second language. System, 33(2): 277–292.Google Scholar
Kaplan, R. B. and Baldauf, R. B. (1997) Language planning: From practice to theory. Clevedon, UK: Multilingual Matters.Google Scholar
Kelm, O. R. (1992) The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25: 441.Google Scholar
Kern, R. G. (1995) Restructuring classroom interaction with networked computers: Effects on quantity and characteristics of language production. The Modern Language Journal, 79(4): 457–476.Google Scholar
Krashen, S. (1981) Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.Google Scholar
Kvale, S. (1996) InterViews: An introduction to qualitative research interviewing. London: SAGE Publications Inc.Google Scholar
Li, Z., Liu, F. and Boyer, J. (2009) Amusing minds for joyful learning through e-games. In: Marriott, R. d. C. V. and Torres, P. L. (eds.), Handbook of research on e-learning methodologies for language acquisition. Hershey, NY: Information Science Reference, 132–150.Google Scholar
Liu, M. and Jackson, J. (2008) An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety. The Modern Language Journal, 92(1): 71–86.CrossRefGoogle Scholar
Lu, H.-M., Lou, S.-J., Papa, C. and Chung, C.-C. (2011) Study on influence of adventure game on English reading confidence, motive and self-efficacy. In: Chang, M., Hwang, W.-Y., Chen, M.-P. and Müller, W. (eds.), Edutainment technologies. Educational games and virtual reality/augmented reality applications (Vol. 6872). Springer: Berlin, Heidelberg, 430–434.Google Scholar
Lu, Y. and Hsu, C.-F. (2008) Willingness to communicate in intercultural interactions between Chinese and Americans. Journal of Intercultural Communication Research, 37(2): 75–88.CrossRefGoogle Scholar
MacIntyre, P. D., Baker, S. C., Clément, R. and Conrod, S. (2001) Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 23(3): 369–388.Google Scholar
MacIntyre, P. D. and Charos, C. (1996) Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1): 3–26.Google Scholar
MacIntyre, P. D., Dörnyei, Z., Clément, R. and Noels, K. A. (1998) Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4): 545–562.CrossRefGoogle Scholar
MacIntyre, P. D. and Gardner, R. C. (1991) Investigating language class anxiety using the focused essay technique. The Modern Language Journal, 75(3): 296–304.CrossRefGoogle Scholar
Milton, J., Jonsen, S., Hirst, S. and Lindenburn, S. (2012) Foreign language vocabulary development through activities in an online 3D environment. The Language Learning Journal, 40(1): 99–112.Google Scholar
Nunan, D. (2005) Research methods in language learning. Cambridge: Cambridge University Press.Google Scholar
Oxford, R. L. (1997) Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4): 443–456.Google Scholar
Peng, J.-E. (2007) Willingness to communicate in the Chinese EFL classroom: A cultural perspective. In: Liu, J. (ed.), English language teaching in China: New approaches, perspectives and standards. Bodmin, Cornwall, UK: Continuum, 250–269.Google Scholar
Peng, J.-E. and Woodrow, L. (2010) Willingness to communicate in English: A model in the Chinese EFL classroom context.. Language Learning, 60(4): 834–876.Google Scholar
Peterson, M. (2010a) Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1): 72–93.Google Scholar
Peterson, M. (2010b) Massively multiplayer online role-playing games as arenas for second language learning. Computer Assisted Language Learning, 23(5): 429–439.Google Scholar
Peterson, M. (2011) Digital gaming and second language development: Japanese learners interactions in a MMORPG. Digital Culture & Education, 3(1): 56–73.Google Scholar
Peterson, M. (2012a) Language learner interaction in a massively multiplayer online role-playing games. In: Reinders, H. (ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan, 70–92.Google Scholar
Peterson, M. (2012b) Learner interaction in a massively multiplayer online role playing game (MMORPG): A sociocultural discourse analysis. ReCALL, 24(3): 361–380.Google Scholar
Rama, P. S., Black, R. W., van Es, E. and Warschauer, M. (2012) Affordances for second language learning in World of Warcraft. ReCALL, 24(3): 322–338.CrossRefGoogle Scholar
Ranalli, J. (2008) Learning English with The Sims: Exploring authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(3): 441–445.Google Scholar
Rankin, Y., Gold, R. and Gooch, B. (2006) 3D role-playing game as language learning tools. Paper presented at the EuroGraphics 2006, Vienna, Austria.Google Scholar
Rankin, Y., McNeal, M., Shute, M. and Gooch, B. (2008) User centered game design: evaluating massive multiplayer online role playing games for second language acquisition. Paper presented at the 2008 ACM SIGGRAPH symposium on Video games, Los Angeles, California: ACM.Google Scholar
Reinders, H. and Wattana, S. (2011) Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture and Education, 3(1): 4–28.Google Scholar
Reinders, H. and Wattana, S. (2012) Talk to me! Games and students' willingness to communicate. In: Reinders, H. (ed.), Digital games in language learning and teaching. Basingstoke: Palgrave Macmillan, 156–188.Google Scholar
Reinders, H. and Wattana, S. (forthcoming) Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology.Google Scholar
Swain, M. and Lapkin, S. (1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16: 371–391.Google Scholar
Sylvén, L. K. and Sundqvist, P. (2012) Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3): 302–321.Google Scholar
Tasee, P. (2009) Factors affecting English major students anxiety about speaking English. Unpublished doctoral dissertation, Suranaree University of Technology, Nakhon Ratchasima.Google Scholar
Thorne, S. L. (2008) Transcultural communication in open Internet environments and massively multiplayer online games. In: Magnan, S. S. (ed.), Mediating discourse online. Amsterdam: John Benjamins Publishing Company, 305–327.Google Scholar
Thorne, S. L., Black, R. W. and Sykes, J. M. (2009) Second language use, socialization,and learning in Internet interest communities and online gaming. The Modern Language Journal, 93(Focus Issue): 802–821.Google Scholar
Voulgari, I. (2011) Collaborative learning in massively multiplayer online games: A review of social, cognitive, and motivational perspectives. In: Felicia, P. (ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (Vol. 1). Hershey: IGI Global, 370–394.Google Scholar
Wanden, A. (1987) How to be a successful language learner: Insights and prescriptions from L2 learners. In: Wenden, A. and Rubin, J. (eds.), Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall International, 159–168.Google Scholar
Warschauer, M. (1996) Comparing face-to-face and electronic discussion in the second language classroom. CALICO Journal, 13(2&3): 7–26.Google Scholar
Whitton, N. (2007) Motivation and computer game based learning. ICT: Providing choices for learners and learning. Proceedings ascilite Singapore. 1063–1067.Google Scholar
Whitton, N. (2011) Theories of motivation for adults learning with games. In: Felicia, P. (ed.), Handbook of research on improving learning and motivation through educational games: Multidisciplinary approaches (Vol. 1). Hershey: IGI Global, 352–369.Google Scholar
Wiriyachitra, A. (2001) English language teaching and learning in Thailand in this decade. The Language Teacher Online, 25(6): 1–5.Google Scholar
Yashima, T. (2002) Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86(1): 54–66.CrossRefGoogle Scholar
Yashima, T., Zenuk-Nishide, L. and Shimizu, K. (2004) The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1): 119–152.CrossRefGoogle Scholar
Zhao, Y. and Lai, C. (2009) MMORPGs and foreign language education. In: Ferdig, R. E. (ed.), Handbook of research on effective electronic gaming in education (Vol. 1). New York: Information Science Reference, 402–421.Google Scholar
Zheng, D., Young, M. F., Brewer, R. A. and Wagner, M. (2009) Attitude and self-efficacy change: English language learning in virtual worlds. CALICO Journal, 27(1): 205–231.Google Scholar