The Effects of Group Dynamics on Language Learning and Use in an MMOG

Autor/in	Vosburg, Donald
Titel	The Effects of Group Dynamics on Language Learning and Use in an MMOG
Quelle	In: CALICO Journal, 34 (2017) 1, S.58-74 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9017
DOI	10.1558/cj.29524
Schlagwörter	Video Games; Teaching Methods; Educational Technology; Second Language Learning; Simulated Environment; Interviews; Student Journals; Student Participation; Language Teachers; Student Motivation; Student Interests; College Students; German; Student Attitudes; Program Effectiveness; Language Usage + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Zweitsprachenerwerb; Künstliche Umwelt; Interviewing; Interviewtechnik; Studentenzeitung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language teacher; Sprachunterricht; Schulische Motivation; Studieninteresse; Collegestudent; Deutscher; Schülerverhalten; Sprachgebrauch
Abstract	The use of video games as a learning tool, in particular massively multiplayer online games (MMOGs), continues to grow, as does the research in this field of study; research to date has revealed benefits to the language learner as well as hindrances and research gaps (Godwin-Jones, 2014). This study examines participant perspectives on group dynamics, and how comradery and a foreign language guide affect participants' in-game production of L2 German while playing World of Warcraft (WoW) as an extramural activity. This study focuses on an eight-week long MMOG gaming project, in which two groups of participants played WoW with a native German speaker in order to investigate the effects inter-group dynamics have on a participant's real-time target language production and willingness to communicate. Participants reported during interviews and written journal entries that a lack of shared interests and motivation (learning and gaming) negatively affected the groups' target language participation. The findings additionally suggest that a trained foreign language instructor paired with a motivated learner may result in increased participation; however, these increases may be temporary if a group's relationship does not extend beyond the shared goal of foreign language improvement. (As Provided).
Anmerkungen	Equinox Publishing Ltd. Office 415, The Workstation, 15 Paternoster Row, Sheffield, S1 2BX, UK. Tel: +44-114-221-0285; Fax: +44-114-279-6522; e-mail: journals@equinoxpub.com; Web site: www.equinoxpub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01