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Affordances for second language learning in World of Warcraft

Published online by Cambridge University Press:  26 September 2012

Paul S. Rama ,
Rebecca W. Black ,
Elizabeth van Es  and
Mark Warschauer
Paul S. Rama
Affiliation:
Department of Education, University of California, Irvine, 3375 Berkeley Place North, Irvine, CA 92697 (email: [email protected])
Rebecca W. Black
Affiliation:
Department of Education, University of California, Irvine, 3456 Berkeley Place North, Irvine, CA 92697 (email: [email protected])
Elizabeth van Es
Affiliation:
Department of Education, University of California, Irvine, 3455 Berkeley Place North, Irvine, CA 92697 (email: [email protected])
Mark Warschauer
Affiliation:
Department of Education, University of California, Irvine, 3000C Berkeley Place North, Irvine, CA 92697 (email: [email protected])
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Abstract

What are the affordances of online gaming environments for second language learning and socialization? To answer this question, this qualitative study examines two college-age Spanish learners’ experiences participating in the Spanish language version of the massively multi-player online game World of Warcraft. Using data culled from participant observation, interviews, logs of in-game chat, and student journal entries, we describe how the design of the game, cultural norms for its use, and participants’ own abilities interact to afford distinct opportunities for language learning for these two students. Discussion focuses on how online games might be used for language teaching and learning in ways that take full advantage of the medium's affordances for both experienced and inexperienced players.

Keywords

language learningvideo gamestechnologyeducationcomputer-mediated communication
Type
Research Article
Information
ReCALL , Volume 24 , Issue 3: Digital games for language learning: challenges and opportunities , September 2012 , pp. 322 - 338
Copyright
Copyright © European Association for Computer Assisted Language Learning 2012

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