Gamers’ Foreign Language Learning Motivation

Seren Özgür; Mustafa Caner

TR EN

Oyuncuların Yabancı Dil Öğrenme Motivasyonu

Abstract

Eğlence yönünün ötesinde, dijital oyunlar, oynayanların informal ortamlarda oyun oynarken genellikle İngilizceye maruz kalmalarından dolayı, dil eğitimcilerinin dikkatini çekmiştir. Dijital oyun yoluyla dil öğrenimi için bu tür informal fırsatların araştırılması biraz ilgi görmüş olsa da, öğrenen tarafından yönlendirilen informal dijital oyunun öğrencilerin yabancı dil öğrenme motivasyonu üzerindeki rolü yeterince araştırılmamıştır. Bu nedenle, bu çalışma, yabancı dil öğrenenlerin dijital oyun alışkanlıklarını incelemeye ve öğrenci odaklı informal dijital oyunların olası motivasyonel etkilerini ortaya çıkarmaya çalışmaktadır. Bu çalışmanın tasarımı, kesitsel bir tarama çalışması olan nicel niteliktedir. Veriler, araştırmacılar tarafından geliştirilen bir anket yoluyla toplanmıştır. Katılımcıların oyun alışkanlıkları, oyunlarda geçirilen süre, oyun modu ve oyun dili gibi değişkenlere ilişkin demografik sorular aracılığıyla betimsel olarak incelenmiştir. Ek olarak, katılımcıların Ideal L2 benliği ve Ought-to L2 benliğine ilişkin algıları incelenmiştir. Analize dayalı olarak, özellikle oyun dili, cinsiyet ve oyun modları açısından L2 benlikleri ve oyun oynama ile ilgili bulgular elde edilmiştir. Dil öğrenenlerin informal ortamlarda dijital oyun oynamasının, onların L2 benliklerini olumlu yönde şekillendirebileceği ve bunun da onların dil öğrenme motivasyonlarını etkilediği ileri sürülmektedir.

Keywords

Oyun oynama, Motivasyon, İnformal öğrenme, İkinci dil öğreniminde motivasyon benlik sistemi

Gamers’ Foreign Language Learning Motivation

Abstract

Beyond their enjoyment aspect, digital gaming has gained the attention of language educators since gamers all around the world are often exposed to English while gaming in informal settings. Although the exploration of such informal opportunities for language learning through digital gaming has received some interest, the role of learner-directed informal digital gaming on learners’ foreign language learning motivation is under-investigated. Therefore, the present study tries to examine the foreign language learners’ digital gaming habits and reveal possible motivational impacts of learner-directed informal digital gaming. The design of the present study is quantitative in nature which is a cross-sectional survey study. The data was collected through a self-completion survey developed by the researchers. The participants’ gaming habits were examined descriptively through demographic questions regarding variables including time spent on games, game mode, and game language. Additionally, participants’ perceptions concerning their Ideal L2 self, and Ought-to L2 self were examined. Based on the analysis, the patterns regarding L2 selves and gaming emerged from the study, especially in terms of gaming language, gender, and game modes. It is suggested that informal gaming may positively shape learners' L2 selves, which in turn affects their motivation.

Keywords

Gaming, Motivation, Extramural English, L2 motivational self system

References

Ağaoğlu, A., & Şad, S.N. (2020). Investigation of the relationship between digital game addiction and English listening skills among university students. International Journal of Academic Research in Education, 6(1). 1-15. doi: 10.17985/ijare.795676
Black, R. W. (2006). Language, culture, and identity in online fanfiction. E-Learning and Digital Media, 3(2), 170–184. doi: 10.2304/elea.2006.3.2.170
BThaber (2021). Total revenue of players reached 880 million USD in Turkey. Retrieved from https://www.bthaber.com/total-revenue-of-players-reached-880- million-usd-in-turkey/
Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., & Boyle, J. M. (2012). A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661–686. doi: 10.1016/j.compedu.2012.03.004
DeHaan, J., Reed, W. M., & Kuwada, K. (2010). The effect of interactivity with a music video game on second language vocabulary recall. Language Learning & Technology, 14(2), 79–94.
Dörnyei, Z. (2001). Motivational strategies in the language classroom: Cambridge University Press.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford applied linguistics. Oxford: Oxford University Press.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Second language acquisition. Motivation, language identity and the L2 self (pp. 9–42). Bristol UK, Buffalo NY: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (Eds.) (2009). Second language acquisition. Motivation, language identity and the L2 self. Bristol UK, Buffalo NY: Multilingual Matters.
Gee, J. P. (2003). What video games have to teach us about learning and literacy. Education. New York: Palgrave Macmillan.

Gee, J. P. (2007). Good video games + good learning: Collected essays on video games, learning, and literacy. New literacies and digital epistemologies: Vol. 27. New York: Peter Lang.
Gee, J. P. (2012). Foreword. In H. Reinders (Ed.), Digital games in language learning and teaching (pp. xii–xiv). London: Palgrave Macmillan UK.
Harteveld, C., & Bekebrede, G. (2011). Learning in single-versus multiplayer games: The more the merrier? Simulation & Gaming, 42(1), 43–63. doi: 10.1177/1046878110378706
Hinton, P. R., McMurray, I., & Brownlow, C. (2014). SPSS explained (Second edition). London, New York: Routledge Taylor & Francis Group.
Jensen, S. H. (2017). Gaming as an English language learning resource among young children in Denmark. CALICO Journal, 34(1), 1–19. doi: 10.1558/cj.29519.
Jensen, S. H. (2019). Language learning in the wild: A young user perspective. Language Learning & Technology, 23(1), 72–86.
Knight, S. W. P., Marean, L., & Sykes, J. M. (2019). Gaming and informal language learning. In M. Dressman & R. Sadler (Eds.), Blackwell handbooks in linguistics. The handbook of informal language learning (pp. 101–115). Hoboken NJ, ©2020: Wiley-Blackwell.
Lee, J. J., & Hoadley, C. M. (2007). Leveraging identity to make learning fun: Possible selves and experiential learning in Massively Multiplayer Online Games (MMOGs). Innovate: Journal of Online Education, 3(6). Retrieved from Innovate: Journal of Online Education
Lee, J. S., & Chen Hsieh, J. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63–73. doi: 10.1016/j.system.2019.03.002
Mäyrä, F. (2008). An introduction to game studies: Games in culture. London: SAGE.
Peterson, M. (2010). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation & Gaming, 41(1), 72– 93. doi: 10.1177/1046878109355684
Peterson, M. (2012). Language learner interaction in a massively multiplayer online role-playing game. In H. Reinders (Ed.), Digital Games in Language Learning and Teaching (pp. 70–92). London: Palgrave Macmillan UK.
Peterson, M. (2013). Computer games and language learning. New York: Palgrave Macmillan US. doi: 10.1057/9781137005175
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Rama, P. S., Black, R. W., Van Es, E., & Warschauer, M. (2012). Affordances for second language learning in World of Warcraft. ReCALL, 24(3), 322–338. doi: 10.1017/S0958344012000171
Ranalli, J. (2008). Learning English with the Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441–455. doi: 10.1080/09588220802447859
Rankin, Y., Gold, R., & Gooch, B. (2006). 3D role-playing games as language learning tools. Eurographics, 25(3). doi: 10.2312/eged.20061005
Reinders, H. (Ed.) (2012). Digital games in language learning and teaching. London: Palgrave Macmillan UK. doi: 10.1057/9781137005267
Reinders, H. (2017). Digital games and second language learning. In S. L. Thorne & S. May (Eds.), Language, education and technology (pp. 329–343). Cham: Springer International Publishing. doi: 10.1007/978-3-319-02237-6_26
Reinders, H., & Wattana, S. (2015a). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. doi: 10.1017/S0958344014000226
Reinders, H., & Wattana, S. (2015b). The effects of digital game play on second language interaction. International Journal of Computer-Assisted Language Learning and Teaching, 5(1), 1–21. doi: 10.4018/IJCALLT.2015010101
Reinhardt, J. (2019). Gameful second and foreign language teaching and learning. Cham: Springer International Publishing. doi: 10.1007/978-3-030-04729-0
Sundqvist, P. (2009). Extramural English matters: Out-of-school English and its impact on Swedish ninth graders' oral proficiency and vocabulary (Doctoral Dissertation). Karlstad University, Karlstad.
Sundqvist, P. (2015). About a Boy: A Gamer and L2 English speaker, coming into being by use of self-access. SiSAL Journal, 6(4), 352–364.
Sundqvist, P. (2019). Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary. Language Learning & Technology, 23(1), 87–113. Retrieved from http://hdl.handle.net/10125/44674
Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3–20. doi: 10.1017/S0958344013000232
Sykes, J. M. (2018). Digital games and language teaching and learning. Foreign Language Annals, 51(1), 219–224. doi: 10.1111/flan.12325
Sykes, J. M., Reinhardt, J., & Thorne, S. L. (2010). Multiuser digital games as sites for research and practice. In F. M. Hult (Ed.), Educational linguistics. Directions and prospects for educational linguistics (Vol. 11, pp. 117–135). Dordrecht: Springer. Netherlands. doi: 10.1007/978-90-481-9136-9_8
Sylvén, L. K., & Sundqvist, P. (2012). Gaming as extramural English L2 learning and L2 proficiency among young learners. ReCALL, 24(3), 302–321. doi: 10.1017/S095834401200016X
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Second language acquisition. Motivation, language identity and the L2 self (pp. 66–97). Bristol UK, Buffalo NY: Multilingual Matters.
Thorne, S. L. (2008a). Computer‐mediated communication. In N. H. Hornberger (Ed.), Encyclopedia of language and education (pp. 1415–1426). Boston, MA: Springer. US. doi: 10.1007/978-0-387-30424-3_108
Thorne, S. L. (2008b). Transcultural communication in open internet environments and massively multiplayer online games. In S. S. Magnan (Ed.), AILA applied linguistics series: Vol. 3. Mediating discourse online (pp. 305–327). Amsterdam: J. Benjamins Pub. Co.
Thorne, S. L., Black, R. W., & Sykes, J. M. (2009). Second language use, socialization, and learning in internet interest communities and online gaming. The Modern Language Journal, 93, 802–821. doi: 10.1111/j.1540-4781.2009.00974.x
Thorne, S. L., & Fischer, I. (2012). Online gaming as sociable media. Alsic, 15(1). doi: 10.4000/alsic.2450
Thorne, S. L., & Reinhardt, J. (2008). "Bridging activities," New media literacies, and advanced foreign language proficiency. CALICO Journal, 25(3), 558–572. doi: 10.1558/cj.v25i3.558-572
Turgut, Y., & İrgin, P. (2009). Young learners’ language learning via computer games. Procedia - Social and Behavioral Sciences, 1(1), 760-764. doi: 10.1016/j.sbspro.2009.01.135
Ural, M. N. (2009). Eğitsel bilgisayar oyunlarının eğlendirici ve motive edici özelliklerinin akademik başarıya ve motivasyona etkisi / [The effect of entertaining and motivational properties of educational games to academic achievement and motivation] (Doctoral dissertation, Anadolu University, Eskisehir, Turkey). Retrieved from T.C. Councill of Higher Education Thesis Center (262352).
Vosburg, D. (2017). The effects of group dynamics on language learning and use in an MMOG. CALICO Journal, 34(1), 58–74.
Waters, J. K. (2007). On a quest for English. T. H. E. Journal, 34(10), 26–32.
Wilde, V. de, & Eyckmans, J. (2017). Game on! Young learners’ incidental language learning of English prior to instruction. Studies in Second Language Learning and Teaching, 7(4), 673–694. doi: 10.14746/ssllt.2017.7.4.6
Yağbasan, M., & Şener, Y. (2019). Comparative analysis of online virtual games in demographic variables on the hierarchy of needs (A field study in Elazığ province). Karadeniz Teknik Üniversitesi İletişim Araştırmaları Dergisi, 9(2), 136-161. Retrieved from https://dergipark.org.tr/en/pub/e-kiad/issue/51167/656612
Young, M. F., Slota, S., Cutter, A. B., Jalette, G., Mullin, G., Lai, B., . . . Yukhymenko, M. (2012). Our princess is in another castle. Review of Educational Research, 82(1), 61–89. doi: 10.3102/0034654312436980
Zheng, D., Young, M. F., Brewer, R. A., & Wagner, M. (2009). Attitude and selfefficacy change: English language learning in virtual worlds. CALICO Journal, 27(1), 205–231. doi: 10.11139/cj.27.1.205-231
Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. (2009). Negotiation for action: English language learning in game-based Virtual Worlds. The Modern Language Journal, 93(4), 489–511. doi: 10.1111/j.1540-4781.2009.00927.x

Details

Primary Language

English

Subjects

-

Journal Section

Research Article

Authors

Seren Özgür ^*
0000-0002-4834-2689
Türkiye

Mustafa Caner
0000-0001-5741-5037
Türkiye

Publication Date

January 31, 2022

Submission Date

July 31, 2021

Acceptance Date

November 11, 2021

Published in Issue

Year 2022 Volume: 1 Number: 1

IZ

https://izlik.org/JA35KS83YJ

APA

Özgür, S., & Caner, M. (2022). Gamers’ Foreign Language Learning Motivation. Gazi Eğitim Fakültesi Dergisi, 1(1), 431-462. https://izlik.org/JA35KS83YJ

AMA

1.Özgür S, Caner M. Gamers’ Foreign Language Learning Motivation. GUJGEF. 2022;1(1):431-462. https://izlik.org/JA35KS83YJ

Chicago

Özgür, Seren, and Mustafa Caner. 2022. “Gamers’ Foreign Language Learning Motivation”. Gazi Eğitim Fakültesi Dergisi 1 (1): 431-62. https://izlik.org/JA35KS83YJ.

EndNote

Özgür S, Caner M (January 1, 2022) Gamers’ Foreign Language Learning Motivation. Gazi Eğitim Fakültesi Dergisi 1 1 431–462.

IEEE

[1]S. Özgür and M. Caner, “Gamers’ Foreign Language Learning Motivation”, GUJGEF, vol. 1, no. 1, pp. 431–462, Jan. 2022, [Online]. Available: https://izlik.org/JA35KS83YJ

ISNAD

Özgür, Seren - Caner, Mustafa. “Gamers’ Foreign Language Learning Motivation”. Gazi Eğitim Fakültesi Dergisi 1/1 (January 1, 2022): 431-462. https://izlik.org/JA35KS83YJ.

JAMA

1.Özgür S, Caner M. Gamers’ Foreign Language Learning Motivation. GUJGEF. 2022;1:431–462.

MLA

Özgür, Seren, and Mustafa Caner. “Gamers’ Foreign Language Learning Motivation”. Gazi Eğitim Fakültesi Dergisi, vol. 1, no. 1, Jan. 2022, pp. 431-62, https://izlik.org/JA35KS83YJ.

Vancouver

1.Seren Özgür, Mustafa Caner. Gamers’ Foreign Language Learning Motivation. GUJGEF [Internet]. 2022 Jan. 1;1(1):431-62. Available from: https://izlik.org/JA35KS83YJ

Oyuncuların Yabancı Dil Öğrenme Motivasyonu

Abstract

Keywords

Gamers’ Foreign Language Learning Motivation

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

IZ

Cite