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dc.contributor.authorReinders, Hayo
dc.contributor.authorWattana, Sorada
dc.date.accessioned2015-08-05T02:40:17Z
dc.date.available2015-08-05T02:40:17Z
dc.date.issued2014-06-01
dc.identifier.issn1094–3501
dc.identifier.urihttps://hdl.handle.net/10652/2962
dc.description.abstractThis paper reports on a study into the effects of digital game play on learners’ Willingness to Communicate (WTC), or individuals’ “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). Thirty Thai learners of English as a foreign language enrolled in a University language course completed six 90–minute lessons playing Ragnarok Online, a popular online role–playing game. The game had been installed on a private server and was thus only available to participants in the study. We modified the game to include special instructions, or quests (missions that players are assigned to accomplish in order to get items and progress throughout the game), designed to encourage collaboration and communication. To gauge participants’ WTC, a series of questionnaires was designed, adapted from MacIntyre et al’s (2001) WTC scale and previous studies on language and communication anxiety (Horwitz, Horwitz, & Cope, 1986; McCroskey & Richmond, 1982) and perceived competence (Compton, 2004; MacIntyre & Charos, 1996). These asked respondents about their (own perceptions of their) willingness to use English, as well as their confidence, anxiety, and perceived communicative competence in communicating in English. The questionnaires were administered at the start of the course, and again after six gaming sessions. Results on the first set of questionnaires showed that students had low confidence, high anxiety, low perceived competence, and low WTC. The second set of results showed a marked and significant improvement, with participants feeling more confident, less anxious, more competent, and more willing to communicate. We argue that the careful construction of tasks that draw on the affordances of games can have a positive effect on the language learning process.en_NZ
dc.language.isoenen_NZ
dc.publisherSponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State Universityen_NZ
dc.relation.urihttp://llt.msu.edu/issues/june2014/reinderswattana.htmlen_NZ
dc.rightsCopyright © 2014,en_NZ
dc.subjectCALL (computer-assisted language learning)en_NZ
dc.subjectlanguage playen_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.subjectgamingen_NZ
dc.titleCan I say something? The effects of digital game play on willingness to communicate.en_NZ
dc.typeJournal Articleen_NZ
dc.rights.holder© Hayo Reinders & Sorada Wattanaen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.subject.marsden130306 Educational Technology and Computingen_NZ
dc.identifier.bibliographicCitationReinders, H., and Wattana, S. (2014). Can I say something? The effects of digital game play on willingness to communicate. Language Learning & Technology, 18(2), p.101-123en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionDhurakij Pundit University (Bangkok, Thailand)en_NZ
unitec.publication.spage101en_NZ
unitec.publication.lpage123en_NZ
unitec.publication.volume18(2)en_NZ
unitec.publication.titleLanguage Learning & Technologyen_NZ
unitec.peerreviewedyesen_NZ
unitec.identifier.roms56000en_NZ


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