MMORPGs as a Language Learning Tool

Article Review

Rankin, Y. A., Gold, R., & Gooch, B. (2006). Playing for keeps: Gaming as a language learning tool. Retrieved April 7th, 2008, from http://delivery.acm.org/10.1145/1180000/1179340/a44-rankin.pdf?key1=1179340&key2=6638167021&coll=GUIDE&dl=GUIDE&CFID=23275710&CFTOKEN=87721833

According to Gee (2003, 2007), far beyond one’s inside reading and writing activities, literacy is situated certain social practices. As revealed by Selfe, Mareck, and Gardiner (2007), communication in gaming environment is increasingly multimodal and effective across linguistic and cultural boundaries. By the same token, in Playing for Keeps: Gaming as a Language Learning Tool, Rankin, Gold and Gooch claim that massive multi-player online role-playing games (MMORPGs) create immersive language environment and support social interaction for foreign language learners.

Rankin et al. point out foreign language learners who tend to avoid risk taking cannot obtain ample opportunities to use the target language. With the advent of CALL (Computer Assisted Language Learning), foreign students are more likely to practice their language skills in “non-threatening environment.” However, Rankin et al. find less research has been done non-traditional computer-assisted language tools. Instead, they turn their attention to “one specific form of interactive media --- 3D computer games” (Rankin et al., p.1).

According to the previous literature, Rankin et al. state: 1) computer games have the potential to transform learning; 2) computer games can function as pedagogical tools; 3) computer games provides the opportunity of “learning by doing”; 4) computer games contain situated learning activities; 5) computer games supply authentic learning environments. When it comes to foreign language learning theories, Rankin et al. stress that communicative competence, “the ability to use the appropriate response in a particular context”, is crucial in foreign language learning process. CALL tools, for example, traditional language learning software, asynchronous networks, and synchronous networks, “reinforce foreign language course objectives while addressing the individual needs of language learners” (Rankin et al., p.2). Online chat room is exemplified as a CALL too to form social networks for language learning. In addition, Rankin et al. discuss Multi-user Object-Oriented (MOOs) can support synchronous communication but “lack of graphical representations” often makes language learners frustrated in a totally text-based environment. However, computer games leveraging sophisticated graphics to generate images, sounds, gestures, and objects makes the learning environment highly contextualized. Of various genres of computer games, Rankin et al. add, MMORPGs can best support “situated learning” because:
 1)An immersive learning environment that promotes the development of deep, conceptual knowledge of a particular domain by allowing players to experience the virtual world through sight, sound, participation and imagination,
 2)Social interaction among players in support of reflective learning as players consider the consequences of their decisions and game outcomes,
 3)Active learners who assume the role of the characters they have created and consciously commit to the advancement of these characters in the virtual world (Gee, 2003; Turkle, 1995) (Rankin et al., p.2).

Rankin et al. asserts that social interaction embedded in MMORPGs “serve as the catalyst for fostering students’ grammatical and conversational competence” (p.3). They emphasize that social interaction is “a prerequisite to students’ language proficiency,” which resonates with the implication of social interacionist theory for language learning. They argue that motivation, opportunities to practice target language skills and immediate feedback are essential in language learning. Without social interaction, the three components mentioned above may not function well in one’s learning process.

Furthermore, the authors propose some questions as evaluation criteria for games as language learning tools. Some questions are really insightful and I may examine them later to generate my dissertation research questions. In “Implementation,” Ever Quest II is taken as an MMORPG example for their further research. Later in “Data Collection and Analysis,” the authors introduce their data collection and a between-subjects design using T-test. I find their research design is very similar to my response to a methodology question in my qualifying exam. So, I find the same problem I have in my research design, which is questioned by Dr. Ferdig. I would also ask them how they would interpret the results if there was a significant difference between the control group and the test group? Should the difference be attributed to motivation or other factors, for example, social interaction and immediate feedback? The article looks like a research proposal, because the authors mainly talk about how they will conduct this study and there is actually no data analysis. The research results, it goes without saying, are unknown. I really hope to learn how their further research is going on. While most studies about language learning and computer games focus on exploring the potential of games for basic language skills, this article expands my vision by investigating social interactions fostered in gaming as a language learning tool.


References
Gee, J. P. (2003). What video games have to teach us about learning and literacy. ACM Computers in Entertainment, 1 (1).

Gee, J. P. (2007). Good video games + Good learning. New York: Peter Lang.

Selfe, C. L., Mareck, A. F., & Gardiner, J. (2007). Computer gaming as literacy. In C. L. Selfe & G. E. Hawisher (Eds.), Gaming lives in the twenty-first century. New York: Palgrave Macmillan.

Turkle, S. (1995). Life on the Screen: Identity in the Age of the Internet: Sim and Schuster.