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A Massively Multiplayer Online Role-...

Rogers, Sandra Annette.

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A Massively Multiplayer Online Role-Playing Game With Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Massively Multiplayer Online Role-Playing Game With Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary./
作者:	Rogers, Sandra Annette.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	151 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Instructional design. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10265484
ISBN:	9781369710953

A Massively Multiplayer Online Role-Playing Game With Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary.
Rogers, Sandra Annette.

A Massively Multiplayer Online Role-Playing Game With Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 151 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ph.D.)--University of South Alabama, 2017.

This mixed-methods-collective-case-study focused on the use of an online videogame combined with second language acquisition (SLA) strategic gameplay to improve English language learners' (ELLs) grammar, listening, reading, and vocabulary. Its purpose was to determine whether a noneducational, massively, multiplayer, online, role-playing game (MMORPG) had educational merit as an extracurricular activity for ELLs when combined with the following gaming activities to promote SLA: voice and text-based chats, forming alliances, and creating a virtual social identity.

ISBN: 9781369710953Subjects--Topical Terms:

3172279
Instructional design.

A Massively Multiplayer Online Role-Playing Game With Language Learning Strategic Activities to Improve English Grammar, Listening, Reading, and Vocabulary.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Robert B. Johnson.
502 $a Thesis (Ph.D.)--University of South Alabama, 2017.
520 $a This mixed-methods-collective-case-study focused on the use of an online videogame combined with second language acquisition (SLA) strategic gameplay to improve English language learners' (ELLs) grammar, listening, reading, and vocabulary. Its purpose was to determine whether a noneducational, massively, multiplayer, online, role-playing game (MMORPG) had educational merit as an extracurricular activity for ELLs when combined with the following gaming activities to promote SLA: voice and text-based chats, forming alliances, and creating a virtual social identity.
520 $a The design included 15 participants who received 25 hours of weekly English language instruction in reading, writing, grammar, and oral skills for an eight-week term at school. For the treatment group, EverQuestRTM II (2016) was prescribed with the SLA optimizing strategic gameplay for four hours a week for a month after school. The control group did not receive the treatment.
520 $a The Cambridge Michigan Language Assessment (CaMLA) pretest-posttest composite mean gain scores were used to assess the participants' grammar, listening, reading, and vocabulary performance. At end of term, the control group outperformed the treatment group on the CaMLA by 1.7 mean gain score units. To determine vocabulary acquisition from gameplay, I developed a vocabulary pretest-posttest based on frequently occurring words from the treatment group participants' game chat logs. The treatment group learned, on average, 15 new words representing a 30% increase on the gameplay vocabulary test. No correlations were found between prior gaming experience and attitude toward gaming for SLA or between prior gaming experience and ESL skill performance on the CaMLA.
520 $a Due to the small sample size and nonrandom assignment, this study lacked the rigor and statistical power to make valid and reliable quantitative claims of the findings. Therefore, a collective case study and mixed methods were used to corroborate and augment findings. Four impact profiles of extreme cases are provided. Emergent themes on gaming and language learning gleaned from participants were as follows: most participants had a positive attitude toward videogame play for SLA, most treatment group participants disliked the prescribed SLA strategic gameplay features and activities, and most participants preferred not to play videogames after school due to other priorities.
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