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Factors Influencing ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG)

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Title: Factors Influencing ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG)
Language: English
Authors: Ng, Lee Luan (ORCID 0000-0001-6741-6201), Rino Sharieful Azizie (ORCID 0000-0002-3565-7833), Chew, Shin Yi (ORCID 0000-0003-4056-1745)
Source: Asia-Pacific Education Researcher. Aug 2022 31(4):369-381.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Computer Games, Simulated Environment, Vocabulary Development, Young Adults, English (Second Language), Second Language Learning, Learning Strategies, Metacognition, Cognitive Processes, Memory, Cooperation, Interaction, Freedom
DOI: 10.1007/s40299-021-00578-6
ISSN: 0119-5646
Abstract: The study investigates the impact of Massively Multiplayer Online Role-Playing Game (MMORPG) on players' application of vocabulary learning strategies. The participants are experienced online gamers aged between 24 and 25 years old. Apart from identifying the vocabulary learning strategies used by the ESL players during online gaming, in order to find out how aspects related to MMORPG influence the use of strategies, data were also obtained from online semi-structured interviews with these (ESL) players who are involved in Guild Wars 2, a popular MMORPG computer game. Using Gu and Johnson's (1996) categorisation of vocabulary learning strategies (VLS), it was found that these ESL players utilise metacognitive, cognitive, memory and activation strategies in order to learn game-related vocabulary during the MMORPG game-play sessions. Additionally, there are four factors that affect the vocabulary language learning experience of the players, and they consist of; (a) the role of game storylines in enhancing MMORPG gaming immersion, (b) freedom to learn while being away from classroom-related rules, (c) social interaction that enriches players' learning experience, and (d) the role of collaboration among the MMORPG community in enriching learning experience.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1338627
Database: ERIC
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  Value: <anid>AN0157432140;[gchw]01aug.22;2022Jun16.02:44;v2.2.500</anid> <title id="AN0157432140-1">Factors Influencing ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG) </title> <p>The study investigates the impact of Massively Multiplayer Online Role-Playing Game (MMORPG) on players' application of vocabulary learning strategies. The participants are experienced online gamers aged between 24 and 25 years old. Apart from identifying the vocabulary learning strategies used by the ESL players during online gaming, in order to find out how aspects related to MMORPG influence the use of strategies, data were also obtained from online semi-structured interviews with these (ESL) players who are involved in Guild Wars 2, a popular MMORPG computer game. Using Gu and Johnson's (1996) categorisation of vocabulary learning strategies (VLS), it was found that these ESL players utilise metacognitive, cognitive, memory and activation strategies in order to learn game-related vocabulary during the MMORPG game-play sessions. Additionally, there are four factors that affect the vocabulary language learning experience of the players, and they consist of; (a) the role of game storylines in enhancing MMORPG gaming immersion, (b) freedom to learn while being away from classroom-related rules, (c) social interaction that enriches players' learning experience, and (d) the role of collaboration among the MMORPG community in enriching learning experience.</p> <p>Keywords: Vocabulary Language Learning; ESL; Massively Multiplayer Online Role-Playing Game; Thematic Analysis</p> <hd id="AN0157432140-2">Introduction</hd> <p>There is an increasing number of studies that have investigated the use of vocabulary learning strategies specifically focussed on beyond-classroom learning environment. However, as mentioned by Peterson ([<reflink idref="bib25" id="ref1">25</reflink>]), the findings of past studies on language learning via digital games were inconclusive due to findings being derived from small sample size and limited duration of game-play sessions. Moreover, there is insufficient research that have looked into the use of digital games for educational purposes such as for language learning purposes. Therefore, there is a need to evaluate the efficiency of digital games and language learning and whether or not it is considered as a suitable learning platform that can benefit ESL learners.</p> <p>It is also important to explore the potential of digital games for educational purposes as it could pave way for more enhanced and innovative language learning environment for ESL players. This is linked to the nature of dynamic learning environment that is created by the technological development of digital games (Golonka et al. [<reflink idref="bib10" id="ref2">10</reflink>]). In line with the technological advancement in gaming, educators and researchers should find a way to utilise digital games in order to upgrade students' language learning experience as well as provide an enjoyable and interesting learning experience for learners.</p> <p>Online gaming encompasses a range of digital game genres that are playable and accessible to online gamers. Online games such as <emph>World of Warcraft</emph>, a multiplayer online role-playing game (MMORPG) genre, have a large number of player-based community worldwide (Bytheway, [<reflink idref="bib6" id="ref3">6</reflink>]). Despite the growing popularity of MMORPGs, there is still a lack of studies that have explored its potential for learners such as the vocabulary language learning strategies used by gamers during online game-play sessions as they have to understand game instructions that are mostly in English. Therefore, there is a need to investigate how English language learning takes place in online digital gaming platform such as in MMORPGs. In line with that, the study aimed to (<reflink idref="bib1" id="ref4">1</reflink>) investigate the vocabulary learning strategies used by ESL players in learning English vocabulary, and (<reflink idref="bib2" id="ref5">2</reflink>) determine factors that are related to MMORPG that influence vocabulary learning among ESL players.</p> <hd id="AN0157432140-3">Literature Review</hd> <p></p> <hd id="AN0157432140-4">The Role of Technology in Language Learning</hd> <p>Due to the expansion of technology, it has allowed for a growing number of studies to look into the role of technology in language learning. In a study by Mofareh ([<reflink idref="bib20" id="ref6">20</reflink>]) that reviewed the use of technology in English language teaching, the findings revealed that: (a) technology allows students to practice independence in learning language, (b) students actively want to use technology in language learning, and (c) technology aids students to create strong content knowledge wherever they find it. Approximately 60% to 80% of students in Mofareh's ([<reflink idref="bib20" id="ref7">20</reflink>]) study expressed dissatisfaction with the traditional method of learning language as well as learning in classroom environments that were heavily based on teacher-centred methods and did not cater to the learning needs of learners. Therefore, the findings in Mofareh's ([<reflink idref="bib20" id="ref8">20</reflink>]) study indirectly highlight the importance of technology in language learning, specifically in Computer-Assisted Language Learning (CALL). Another recent investigation by researchers Rahimi and Hosseini ([<reflink idref="bib27" id="ref9">27</reflink>]) explored the effectiveness of computer-assisted language learning (CALL) on influencing Iranian students' attitudes towards learning English as a foreign language. The findings showed that after the students experienced learning language via computer-based activities, their performance and attitudes towards CALL had improved significantly (Rahimi & Hosseini, [<reflink idref="bib27" id="ref10">27</reflink>]). Additionally, the study also concludes that students reacted positively to CALL in language learning as they were able to learn English via completing computer-based exercises and tests in a stress-free atmosphere, whereby they could learn at their own space and pace.</p> <p>With the expansion of technology in the field of language teaching and learning, the integration of Computer-Assisted Language Learning (CALL) in language classrooms can enable L2 students to learn a language authentically via the use of computers. The advantage of using computers in the classroom is that it amplifies students' language learning experience (Miftachudin, [<reflink idref="bib18" id="ref11">18</reflink>]). Mutlu and Eröz Tuğa ([<reflink idref="bib21" id="ref12">21</reflink>]) reported that the use of electronic devices (i.e., computers) can provide effective communication technology to allow students to access information during their language learning process. Thus, CALL plays a role in ensuring L2 learners become independent learners through personal learning experiences that involves the use of online linguistic resources.</p> <p>Katemba ([<reflink idref="bib17" id="ref13">17</reflink>]) in his study states that CALL and MALL provide support for students to learn language by simulating with real-life situations as students need to be constantly engaged with their computers and mobile phones to increase their English proficiency. The findings of the study have further shown that participants (EFL Grade 10 students) were able to understand the English language better using digital visual representations of objects or words. As indicated by past studies (Miftachudin, [<reflink idref="bib18" id="ref14">18</reflink>]; Mutlu and Eröz Tuğa [<reflink idref="bib21" id="ref15">21</reflink>]; Sedaghatkar, [<reflink idref="bib29" id="ref16">29</reflink>]), CALL is seen as an effective means in helping students to improve their English language skills particularly in vocabulary acquisition.</p> <p>Through the assimilation of technology in language learning, researchers have since found new ways to create suitable environments that cater to learners' needs in order to ensure effective mastery of their target language. Through the implementation of specific genres of video games such as the MMORPG, the findings from a number of studies (Min et al. [<reflink idref="bib19" id="ref17">19</reflink>]; Bytheway, [<reflink idref="bib6" id="ref18">6</reflink>]) have demonstrated the efficiency of such a platform. This is evident as MMORPG is a popular video game genre and is considered influential as it connects millions of game players together to form online communities (Min et al. [<reflink idref="bib19" id="ref19">19</reflink>]). As part of their language learning experience, the MMORPG communities have allowed online players to use their second language (mainly English) to interact with one another. Bytheway ([<reflink idref="bib6" id="ref20">6</reflink>]) states that most online players use their second language (mainly in English) when interacting with one another while playing MMORPG games. Hence, it is possible that language learning could take place in this platform as online players are encouraged to socialise using their respective target languages in both written and spoken forms during game-play sessions.</p> <p>There is an advantage to using games as a language learning platform as discovered by Derakshan and Khatir ([<reflink idref="bib8" id="ref21">8</reflink>]). In a study by Riahipour and Saba (as cited in Derakhshan & Khatir, [<reflink idref="bib8" id="ref22">8</reflink>]), it has been proven that there are advantages of using games as a language learning platform. It is found that with the use of vocabulary games, ESL and EFL learners' learning processes can be enhanced as games help them to retain target words quicker (Riahipour & Saba, [<reflink idref="bib28" id="ref23">28</reflink>]). In addition, according to Aghlara and Hadidi-Tamjid's study (as cited in Derakhshan & Khatir, [<reflink idref="bib8" id="ref24">8</reflink>]), it is suggested that digital games are beneficial in helping young English learners in vocabulary acquisition as these games are able to capture their attention.</p> <p>To add on, Bytheway ([<reflink idref="bib6" id="ref25">6</reflink>]) expressed that digital games are valuable and should be examined as language learning contexts due to hundreds of millions of people who immerse themselves and communicate with each other using their second language. According to Wenger's study (as cited in Bytheway, [<reflink idref="bib6" id="ref26">6</reflink>]), online players act as observers and participants during game-play sessions. Hence, it is quite clear that MMORPG is indeed an excellent language learning platform as players are exposed to a multitude of languages due to the emphasis of the need to communicate with one another in the online gaming environment (Bytheway, [<reflink idref="bib6" id="ref27">6</reflink>]). Based on the research findings of different VLS used by ESL learners during gameplay sessions, it can be seen that MMORPG can be a potential language learning platform for gamers to create, select and use different vocabulary learning strategies to enhance or develop their own language learning experience (Bytheway, [<reflink idref="bib6" id="ref28">6</reflink>]). Therefore, teachers should take the opportunity to raise their students' awareness towards employing different vocabulary learning strategies during their gameplay sessions in order to empower their vocabulary learning (Bytheway, [<reflink idref="bib6" id="ref29">6</reflink>]).</p> <hd id="AN0157432140-5">Theoretical Framework of the Study</hd> <p>In order to identify the vocabulary learning strategies used by the MMORPG players in this study, the ESL vocabulary learning strategies created by Gu and Johnson's ([<reflink idref="bib12" id="ref30">12</reflink>]) was used to categorise the strategies. With reference to Fig. 1, it illustrates the relationship between VLS and English learning outcomes among Chinese university English language learners that were then formulated according to the following categorisation of VLS. The researchers divided VLS into four main categories and they comprise of (<reflink idref="bib1" id="ref31">1</reflink>) <emph>metacognitive</emph>—involving the selection of words and self-initiation in interpreting word meanings, (<reflink idref="bib2" id="ref32">2</reflink>) <emph>cognitive</emph>—guessing, using dictionaries and note-taking, (<reflink idref="bib3" id="ref33">3</reflink>) <emph>memory</emph>—word rehearsal and encoding, as well as (<reflink idref="bib4" id="ref34">4</reflink>) <emph>activation</emph>—applying words in various contexts. The full explanation of VLS can be found in Appendix A.</p> <p>Graph: Fig. 1 Gu and Johnson's ([<reflink idref="bib12" id="ref35">12</reflink>]) Categorisation of VLS</p> <p>There have been a number of past studies that have incorporated Gu and Johnson's ([<reflink idref="bib12" id="ref36">12</reflink>]) categorisation of VLS (Bytheway, [<reflink idref="bib6" id="ref37">6</reflink>]; Yunhao, [<reflink idref="bib33" id="ref38">33</reflink>]). In a study that explored the use of vocabulary learning strategies by Chinese English learners in MMORPGs, Bytheway ([<reflink idref="bib6" id="ref39">6</reflink>]) observed that the students had mainly used <emph>selective attention</emph> and <emph>guessing</emph> strategies during game-play sessions where they guessed the meanings of words based on pictures or gestures. Simultaneously, the findings in Yunhao's ([<reflink idref="bib33" id="ref40">33</reflink>]) study have also shown that students mostly employed <emph>rote</emph> strategies (e.g., using dictionaries and note-taking) in learning vocabulary in order to improve their English proficiency. In the context of the present study, Gu and Johnson's ([<reflink idref="bib12" id="ref41">12</reflink>]) categorisation of VLS was used in order to identify the vocabulary learning strategies used by ESL learners in <emph>Guild Wars 2</emph>.</p> <hd id="AN0157432140-6">Methodology</hd> <p></p> <hd id="AN0157432140-7">Research Participants</hd> <p>In this study, four participants (labelled as P1, P2, P3 and P4) were selected via purposive sampling as they were able to participate in all the game-play sessions scheduled by the researcher. Additionally, the four participants were online friends and comfortable to converse with one another, thus, this facilitated the data collection of the study as they only need minimal guidance during the game-play sessions. The age range of the players was between 23 to 24 years old and they used English as a second language. All the participants were experienced gamers who had been involved in digital gaming for more than five years and explored with different computer MMORPGs. Based on the results of their standardised university English test, these four players were found to be intermediate learners of the English language.</p> <hd id="AN0157432140-8">Instrumentation</hd> <p>In order to assess participants' use of vocabulary learning strategies, the online gaming platform <emph>Guild Wars 2</emph>, a free-to-play MMORPG was selected. The game requires four players in a party (team) in order to complete the story quests. In addition, the participants were required to use an online push-to-talk computer application as a platform for communication when playing <emph>Guild Wars 2.</emph> The researcher also simultaneously used an Open Broadcaster Studio (OBS) software in order to capture video and audio recordings of the 12-h game-play sessions, as well as to conduct semi-structured online interview sessions with the four participants.</p> <p>The online interviews were carried out a week after the last gameplay session with participants to inquire how they performed vocabulary learning process while being involved in the MMORPG. The online interviews were conducted via the use of Discord, which is a free and secure application that is accessible via desktop and mobile phones. Discord is considered as the main communication tool for the study's online gaming sessions and online interviews as it facilitated the process of communication between the researcher and research participants.</p> <hd id="AN0157432140-9">Guild Wars 2</hd> <p>The massively multiplayer online role-playing game, <emph>Guild Wars 2</emph> was released as a result of the success of its predecessor, <emph>Guild Wars</emph>. The version of <emph>Guild Wars 2</emph> that was used in this study was <emph>Guild Wars 2: Path of Fire</emph> which was released in August 2017. The MMORPG was selected because there are no subscription fees and the game's current expansion is playable and accessible for all the four players. Simultaneously, the storyline in <emph>Guild Wars 2</emph> is in English. Hence, the participants were able to understand and immerse themselves into the lore of the game as they also used English as the medium of communication during the game-play sessions. Due to this, the researcher concluded that <emph>Guild Wars 2</emph> was a suitable platform to observe the participants' use of vocabulary learning strategies, as well as to obtain their views on the effectiveness of the MMORPG environment towards vocabulary acquisition.</p> <hd id="AN0157432140-10">Semi-Structured Online Interviews</hd> <p>The researcher had conducted a total of four semi-structured online interviews with each of the four participants individually in a span of two weeks after the last game session was conducted. Participants were requested to answer all ten interview questions either in English, Malay (participant's mother tongue), or a mix of both languages. In order to facilitate the interview sessions, the questions (refer Appendix B) were prepared in advance.</p> <hd id="AN0157432140-11">Data Collection Procedure</hd> <p>The data collection procedure followed an ethnographic approach where the researcher was involved in all the game-play sessions alongside the four ESL players. The sessions were video recorded for the purpose of labelling appropriate vocabulary learning strategies used by ESL learners and this enabled the researcher to use the identified strategies as secondary data when exploring the effectiveness of MMORPGs towards vocabulary language learning among Malaysian ESL players.</p> <p>The first step of the data collection involved capturing four sessions of game-play via the use of videos which were recorded using the OBS software. Consequently, the researcher was able to capture the conversations and their behaviour during the game-play sessions. Subsequently, the participants' vocabulary learning strategies were categorised in accordance to Gu and Johnson's ([<reflink idref="bib12" id="ref42">12</reflink>]) categorisation of vocabulary learning strategies.</p> <p>Following this, an online interview was conducted a week after the final game-play session was recorded. Each participant was interviewed on the types of vocabulary learning strategies they used and whether or not the VLS were important to their English vocabulary acquisition process. The online interviews were conducted via push-to-talk computer application, Discord. To conclude the flow of data collection procedure, the findings from online interviews were tabulated and analysed in order to determine the effectiveness of MMORPGs as a platform for vocabulary acquisition among ESL players.</p> <hd id="AN0157432140-12">Thematic Analysis on Vocabulary Learning Strategies in MMORPG</hd> <p>The thematic analysis for this study followed the categorisation of ESL vocabulary learning strategies employed by the four MMORPG participants. According to Braun and Clarke ([<reflink idref="bib2" id="ref43">2</reflink>]), thematic analysis is defined as a research method for the identification of data, analysis of data, as well as classification of data according to their patterns (themes).</p> <p>Other than applying thematic analysis in investigating the VLS used by the ESL players, the researcher also adopted the categorisation of VLS from Gu and Johnson's ([<reflink idref="bib12" id="ref44">12</reflink>]) framework and mapped the VLS used by participants during the game-play sessions into their respective categories.</p> <hd id="AN0157432140-13">Results and Discussion</hd> <p></p> <hd id="AN0157432140-14">Vocabulary Learning Strategies used in-Game-Play Sessions</hd> <p>The data collection followed an ethnographic study, a qualitative methodology that uses participatory and periodic observatory approaches that focuses on the social interactions and behaviours of a society (Denzin & Lincoln, [<reflink idref="bib7" id="ref45">7</reflink>]). In the current study, the researcher was involved in all game-play sessions alongside the four ESL players. The sessions were video recorded for the purpose of labelling the appropriate vocabulary learning strategies used by the ESL learners. This had also enabled the researcher to use the identified strategies as secondary data when exploring the effectiveness of MMORPG towards vocabulary language learning among Malaysian ESL players. Table 1 shows a summary of VLS detected during the game-play sessions.</p> <p>Table 1 Summary of VLS detected during game-play sessions</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left" rowspan="2"><p>Gu and Johnson's (<xref ref-type="bibr" rid="bibr12">1996</xref>) Categorisation of VLS</p></th><th align="left" colspan="5"><p>Frequency of VLS used</p></th></tr><tr><th align="left"><p>1st Session</p></th><th align="left"><p>2nd Session</p></th><th align="left"><p>3rd Session</p></th><th align="left"><p>4th Session</p></th><th align="left"><p>Total</p></th></tr></thead><tbody><tr><td align="left"><p>Metacognitive</p></td><td align="left"><p>1</p></td><td align="left"><p>1</p></td><td align="left"><p>–</p></td><td align="left"><p>2</p></td><td align="left"><p>4</p></td></tr><tr><td align="left"><p>Cognitive</p></td><td align="left"><p>3</p></td><td align="left"><p>6</p></td><td align="left"><p>1</p></td><td align="left"><p>7</p></td><td align="left"><p>17</p></td></tr><tr><td align="left"><p>Memory</p></td><td align="left"><p>1</p></td><td align="left"><p>3</p></td><td align="left"><p>1</p></td><td align="left"><p>4</p></td><td align="left"><p>9</p></td></tr><tr><td align="left"><p>Activation</p></td><td align="left"><p>1</p></td><td align="left"><p>2</p></td><td align="left"><p>–</p></td><td align="left"><p>3</p></td><td align="left"><p>6</p></td></tr></tbody></table> </ephtml> </p> <p>As shown in Table 1, the ESL players had used various VLS during the four game-play sessions. C<emph>ognitive strategies</emph> were the most frequently used approach (<reflink idref="bib17" id="ref46">17</reflink>), which is followed by <emph>Memory</emph> strategies <emph>(<reflink idref="bib9" id="ref47">9</reflink>).</emph> In contrast, <emph>Activation</emph> and <emph>Metacognitive</emph> strategies were not used as often as the other two strategies. Overall, the VLS employed by all four participants were deemed effective in helping them to expand their English terminologies. As this study also seeks to find out how the MMORPG context had impacted the use of VLS by ESL players during game-play sessions, online interviews were conducted with these ESL players in order to further investigate the factors that contribute to the use of VLS by the ESL players in MMORPG.</p> <hd id="AN0157432140-15">Discussion of Factors Contributing to Vocabulary Language Learning in the Context of MMORPG</hd> <p>Based on responses from the participants during the semi-structured interviews, it can be seen that Malaysian ESL learners are exposed to various English terminologies via online digital gaming. Based on the data gathered using the OBS software and online interviews, these are four factors that influenced how the learners used vocabulary learning strategies and they consist of; (a) the role of the MMOPG storyline in enhancing gaming immersion, (b) freedom to learn while being away from classroom-related rules, (c) social interaction that enriches players' learning experience, and (d) the role of collaboration among the MMORPG community in enriching players' learning experience.</p> <hd id="AN0157432140-16">The Role of Game Storylines in Enhancing MMORPG Gaming Immersion</hd> <p>According to Merriam-Webster (n.d.), immersion is defined as one's state of absorbed involvement in a situation or object. However, in the context of gaming, immersion is related to the natural emergence of gamers towards their actions and awareness within the virtual gaming environment where the situation seems realistic (Procci & Bowers, [<reflink idref="bib26" id="ref48">26</reflink>]). In addition, Brockmyer et al. ([<reflink idref="bib4" id="ref49">4</reflink>]) also stated that in relation to games, gamers' immersion, presence, absorption towards the game, as well as dissociation are crucial aspects in order to measure their flow of experience in the virtual gaming environment.</p> <p>According to the semi-structured online interviews, all the participants indicated that they tend to feel immersed in MMORPGs as they become excited when playing the game. The main component that attracts these participants to the MMORPG is the storyline or game lore. Based on Table 2, all the participants had agreed that the reason why they were engaged and feel immersed in MMORPG was because of the intense and creative storyline found in the online game genre. For example, when elaborating her views of MMORPGs, P1 stated that in order for players to completely feel immersed in the game, they need to comprehend the storyline of the game. Similarly, both P1 and P4 also highlighted that they need to learn the English words found in the game in order to understand the storyline as this would motivate them to be fully immersed in the game-play sessions.</p> <p>Table 2 Responses on the Immersion of MMORPG</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>No.</p></th><th align="left"><p>Interview question</p></th><th align="left"><p>Participant's response</p></th></tr></thead><tbody><tr><td align="left"><p>7</p></td><td align="left"><p>Original question</p><p>What aspects of MMORPG are appealing, motivating, and engaging to you?</p><p>Researcher</p><p>So, what do you think is interesting about MMORPG that motivates you to learn English? Is it because of the storyline/lore, or communicating with other players, or even to help you to complete quests?</p></td><td align="left"><p><bold>P1:</bold></p><p>First thing is definitely about the game itself, the storyline. Every game that we play has a story behind it. To completely immerse yourself in the game, you have to understand the story. And what motivates me to learn English words that I don't understand in order to understand the story better. I want to understand the story in order to be a part of the game. It's a satisfaction for me</p><p><bold>P2:</bold></p><p>When I think about MMORPGs, I would put the story first, then the gameplay. If the gameplay is good but the storyline is <italic>meh</italic>, I would be playing it for a short period of time. When you learn the words for certain quests, you can understand the game lore and about that particular virtual world. You feel like you're inside the game world</p><p><bold>P3:</bold></p><p>The storyline and the lore of MMORPGs</p><p><bold>P4:</bold></p><p>For me, I usually look at the trailer of the game. Then, I got interested in the game. For me, I've been playing games a lot and I like the side-quests more as compared to the storyline because I can get a lot of items. The storyline is also fun to read and see. I learn English in order to make me understand the stories better</p><p>- The storyline and lore of MMORPG enable the participants to immerse in the game, as well as to motivate them to learn new English words</p></td></tr></tbody></table> </ephtml> </p> <p>Therefore, it seems that storytelling has the potential to enhance the language learning process of students in the context of education. In accordance to the research findings in a study by Thang et al. ([<reflink idref="bib32" id="ref50">32</reflink>]), the implementation of digital story-telling (DST) does enhance students' learning skills as most students preferred DST as they felt more engaged in the learning process. This, in return, indirectly aided the development of their interpersonal skills, creative-thinking skills as well as enhancing their sense of curiosity. The study by Thang et al. ([<reflink idref="bib32" id="ref51">32</reflink>]) also supported the claim made by Participant 2 in which the storyline in <emph>Guild Wars 2</emph> was able to instil curiosity and motivation among the players and helped them to think creatively and critically in order to solve problems in the game. The findings from this study are also in line with Garzotto's ([<reflink idref="bib9" id="ref52">9</reflink>]) findings that players were able to create an intrinsic learning experience through the enjoyment and motivation of playing games (Astri, Putri and Burhanudin 2018). With reference to the online interviews of the current study, the participants had unconsciously learned words in the English language when they were involved in reading or watching the storyline that were voiced or subtitled in English language. Hence, it seems that the immersion in MMORPG does enhance ESL players' language learning experience.</p> <hd id="AN0157432140-17">Freedom to Learn while being Away from Classroom-Related Rules</hd> <p>The next factor that contributes to the effectiveness of MMORPG for English language learning relates to the players' freedom from classroom-related rules. The concept of freedom in-game play can be defined as the ability for players to explore the virtual environment, as well as making their own choices in online games. In terms of the relationship between MMORPG and language learning, findings from this study found that the virtual environment is effective in enhancing learners' vocabulary acquisition as opposed to the traditional concept of classroom teaching and learning session.</p> <p>As shown in Table 3, participants were inclined towards using game-based language learning approach via MMORPG as opposed to the traditional classroom language learning method. However, as indicated by P2, classroom language learning also has its own advantages. P2 explained that classroom learning is primarily focussed on ESL learners' formal English learning, while on the contrary, MMORPG provides them with a more informal way of learning language. In addition to that, P2 also mentions that MMORPG can be effective in helping language learners to sharpen their English verbal skills by prompting learners to be more outspoken during game-play sessions. The interview data also shows that due to the environment of MMORPG that requires cooperation among players via verbal communication in English, ESL players have no choice but to converse in English in order to communicate with other players. Similar to the immersion factor, with the opportunity to simultaneously communicate in online games, players are able to incidentally learn language via communicating with one another. This information is supported by P1, P3 and P4 who highlighted that the classroom setting and syllabus is too restrictive and inflexible for language learning. Unlike teacher-centred classroom, in MMORPG, ESL learners are free to learn different sets of vocabulary and apply them in real-life situations provided in the online games. As P4 pointed out, despite the fact that there can be coarse words or vulgarities in MMORPG, he stated that there are also significant informal English words worth learning as well.</p> <p>Table 3 Responses on freedom from classroom-related rules</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>No.</p></th><th align="left"><p>Interview question</p></th><th align="left"><p>Participant's response</p></th></tr></thead><tbody><tr><td align="left"><p>4</p></td><td align="left"><p>Original question</p><p>What are the differences between learning English words during gameplay sessions and during classroom session?</p><p>Researcher:</p><p>So, going back to MMORPG, do you feel that there's anything different when you learn language in online games as opposed to the traditional rigid way of learning English in a classroom setting?</p></td><td align="left"><p>P1:</p><p>Big difference. Because when you play games, there's no limit to what you could ask. There is no restriction. In classroom session, you are limited to the syllabus that you are learning. In classroom, you really need to think about others when you want to ask sensitive questions or English words</p><p>P2:</p><p>There's a lot of difference. Usually, what you learn in class is the formal and professional words that you use in a workplace. While talking or conversing English in a game is informal. For example, if there's a new dungeon or quest that requires you to do teamwork, you'll need to speak up and lead other players on how the game mechanics work. It also helps me to talk to other players. So, by having to converse in English, in return I also learn the language</p><p>P3:</p><p>The difference for me is primarily based on the protocols that you have especially when you are in a traditional classroom setting. You have one tutor that's going to teach you all the vocabulary. Meanwhile in MMORPG, you are free to learn as you go, and you have no boundaries. MMORPG is better for those who are embarrassed to be outspoken in the classroom. I was a shy student too. So in the end, I learnt English by myself through MMORPG and fiction novels</p><p>P4:</p><p>Yes, there's a lot of differences actually. Because what I learn in games is informal as compared to in the classroom session. In classroom, you just have to sit down and wait for the teacher to introduce this and that word, and I had to raise my hand to ask questions. It's quite hard for me to learn the language because there are 30 to 40 pupils in the classroom. You just have to be brave to ask questions. Besides that, so of them are shy to ask questions</p><p>- The MMORPG has provided the freedom for participants to learn new English vocabulary without having to adhere to the usual strict and rigid classroom rules</p></td></tr></tbody></table> </ephtml> </p> <p>The potential of learning language through games is difficult to be ignored. In Nur and Melor's study ([<reflink idref="bib24" id="ref53">24</reflink>]), the researchers attempted to review past studies focussed on the effectiveness of game-based learning as opposed to the traditional chalk-and-talk classroom learning. In Briewin's et al. study (as cited in Nur and Melor [<reflink idref="bib24" id="ref54">24</reflink>]), it was found that game-based learning provides ESL learners with a context in which they are able to apply targeted grammar items in-game activities. This puts forward the notion that language learning beyond the classroom confinement is more engaging as virtual gaming environment serves as a platform for ESL learners to feel motivated and interested in acquiring their target language. By achieving the freedom to learn language, ESL learners are able to access a multitude of English vocabulary that are not limited to the prescribed syllabus for students. This enables them to employ more vocabulary in both verbal and non-verbal communication.</p> <hd id="AN0157432140-18">Social Interaction that Enriches Players' Learning Experience</hd> <p>Based on Griffiths et al. ([<reflink idref="bib11" id="ref55">11</reflink>]), positive social interaction is utmost crucial in MMORPG as it requires a large number of online players to cooperate with one another in completing game quests. By having a good social interaction with one another, players are able to strengthen their relationship, as well as grasp the idea of teamwork in the online gaming community (Griffiths et al. [<reflink idref="bib11" id="ref56">11</reflink>]). It is quite evident that online games, MMORPG in particular, is the optimal platform for socialisation that provides avid online gamers from different parts of the world to communicate with one another via text as well as voice messages.</p> <p>Table 4 shows the participants' responses regarding their social interaction in MMORPG. During the interviews, participants were asked to describe how they learned English words when they were socialising with other online players. P3 focuss</p> <p>ed on the relationship between socialisation and vocabulary language learning by explaining that language learning among group members is easier due to the fact that any players could simply consult with others to obtain definitions or meanings of new words. Furthermore, P3 stated that he could also learn other new vocabulary such as gaming jargons and acronyms that are widely used in online gaming through interactions with other gamers. P4 held similar views and added that learning English words with multiple definitions was made easier when interacting with online friends as they are already familiar with one another, thus, it is less distressing to ask for help with defining difficult new English words. In contrast to playing MMORPG in groups, all participants agreed that it would be hard to learn the language if they played the game alone.</p> <p>Table 4 Responses on the social interaction in MMORPG</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>No.</p></th><th align="left"><p>Interview question</p></th><th align="left"><p>Participant's response</p></th></tr></thead><tbody><tr><td align="left"><p>3</p></td><td align="left"><p>Original Question:</p><p>How do you learn and understand new vocabulary when you play MMORPGs with a group of other gamers?</p><p>Researcher:</p><p>I'm curious. You said you prefer to play games in groups, right? How do you actually learn new English words by playing games with other players?</p></td><td align="left"><p>P1:</p><p>Sometimes, when you play solo, if there are words that I don't know, I would just try to fit that word into a sentence. Sometimes, I just <italic>Google</italic> it. But it's easier for me to learn new words when I play with my friends because I can consult them</p><p>P2:</p><p>Usually when I play with my local friends, I wouldn't learn as many words because we speak <italic>Bahasa Melayu</italic>. But sometimes, we came upon strange words that we could not understand. So, I would ask my friends and if they don't understand these words too, then I would just <italic>Google</italic> it. Because if I don't understand the English word, I would not know what the quest or storyline intends me to do. If we cannot understand some of the words, then the gameplay won't be as enjoyable</p><p>P3:</p><p>From when I was playing solo, I would be like, "What is this word?" So, I would just type it out on the Internet. Meanwhile, when you are in a group, sometimes your friends or guild members or party members have their own sets of vocabulary. The way I learn new vocabulary is by asking them and they will simply explain it. I was even able to learn the jargons and acronyms that they use in online games (i.e., LOL, ROFL, BRB, etc.)</p><p>P4:</p><p>My friends do ask me what these words are mean, what are those words mean. I try to help as best as I could. Sometimes, I <italic>Google</italic> and do research on words. Because some words can have multiple meanings. I consult my friends than asking a stranger because I feel more comfortable with them</p><p>- As part of their attempt to learn new English words that are related to online games, participants could socially interact with each other during game-play sessions</p></td></tr></tbody></table> </ephtml> </p> <p>The results from interviews with the participants were indicative of the fact that social interaction in the MMORPG community could be effective for ESL players to learn languages. Furthermore, the participants were also actively learning the English vocabulary through peer-to-peer discussions with other players and referring to Google for assistance. Simultaneously, the online virtual gaming environment in MMORPG also enabled players to use their in-game characters/avatars to initiate and communicate with one another. Online players who are shy or embarrassed to ask questions regarding English vocabulary in the real world can benefit from adopting an anonymous identity in online games to learn new words. Thus, it is clear that social interaction is a contributing factor towards the effectiveness of MMORPG in vocabulary language learning among Malaysian ESL players.</p> <hd id="AN0157432140-19">The Role of Collaboration Among the MMORPG Community in Enriching Learning Experience</hd> <p>Merriam-Webster (n.d.) defines collaboration as a joint work with a group of individuals in an intellectual manner. Educational computer games motivate students to enhance their learning performance (Burguillo, [<reflink idref="bib5" id="ref57">5</reflink>], as cited in Sung & Hwang, [<reflink idref="bib31" id="ref58">31</reflink>]). This in return, benefits students in terms of collaborative learning as well as strategic thinking when playing online games.</p> <p>As shown in Table 5, all the participants agreed with the fact that MMORPG promotes collaboration among players as part of the English language learning process. For instance, P1 mentioned that the engaging environment of MMORPG has enabled her to experience collaborative language learning with other players in the online community. She would seek consultation from other players regarding unfamiliar English words or game mechanics. P1 also added that the community is most helpful in aiding new players to learn the game as quickly as possible. The same point was also mentioned by P4, in which he stated that the online community in online games would help him by explaining the more complex English words connected to a specific context in the game (main quests, side quests, etc.).</p> <p>Table 5 Responses on the role of collaboration in MMORPG</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>No.</p></th><th align="left"><p>Interview question</p></th><th align="left"><p>Participant's response</p></th></tr></thead><tbody><tr><td align="left"><p>9</p></td><td align="left"><p>Original question:</p><p>Do you think MMORPGs are considered as a collaborative language learning environment?</p><p>Researcher:</p><p>All right! So, I want you to imagine MMORPG as your party. In this party, there is an online gaming community; a network of online players playing online games with each other. Do you think that they provide you with a good language learning environment? Do they promote collaboration in terms of learning new English words?</p></td><td align="left"><p>P1:</p><p>Yes, the online MMORPG community does provide the collaborative learning environment for me. When you play MMORPG, you are in one big community that rely on each other. For example, if I am playing solo and there are English words or game mechanics that I don't understand, I would approach other online gamers for assistance. Usually, most of them would definitely help me. They might even guide and play together with you</p><p>P2:</p><p>It can. When you play with strangers, you need to learn how to communicate with them. If you keep quiet during the gameplay sessions, then there's no point for you to play an online game</p><p>P3:</p><p>They do, in a way. They teach you these terms that they use. Anchor, supporter, caster, and other things. It's a new vocabulary and maybe not specifically towards daily conversations but definitely something common in MMORPG</p><p>P4:</p><p>The community is quite good and helpful. They help each other a lot during gameplay sessions. I ask them when I do the side quests. Like, how to these and those. They also elaborate words that I don't understand so that I could finish these quests during gameplay sessions</p><p>- Collaboration among players benefitted the learners in terms of vocabulary learning</p></td></tr></tbody></table> </ephtml> </p> <p>In a study conducted by Hsien-Sheng et al. ([<reflink idref="bib13" id="ref59">13</reflink>]) that looked into the influence of collaborative learning games using different devices on student's learning performance and behaviours, the findings showed that learners gave positive feedback in terms of collaborative learning via digital games. The findings have also highlighted that students who underwent collaborative learning had significantly improved their learning performance and retention skill (Hsien-Sheng et al. [<reflink idref="bib13" id="ref60">13</reflink>]). The study further showed the benefits of digital game-based learning system that is capable of enhancing students' concentration and interest in learning with others. Similarly, the responses from all 4 participants of this study show that they prefer MMORPG as a collaborative language learning platform due to its immersive and motivating environment.</p> <hd id="AN0157432140-20">Conclusion</hd> <p>As shown in Fig. 2, in terms of how the MMORPG influenced the players' use of VLS, the four factors that have affected these Malaysian ESL players VLS are; (a) the role of the MMOPG storyline in enhancing gaming immersion, (b) freedom to learn while being away from classroom-related rules, (c) social interaction that enriches players' learning experience, and (d) the role of collaboration among the MMORPG community in enriching learning experience. Thus, based on these factors that have been presented and analysed in the previous sections, it is evident that MMORPG has the capability to impact the use of vocabulary learning strategies by players in learning new English terminologies during game-play sessions.</p> <p>Graph: Fig. 2 Summary of findings</p> <p>The findings of the current study have shown that online games can be integrated into contemporary teaching and learning processes as a supplementary option that could enhance students' learning of English language vocabulary. Additionally, the findings also suggest that the interaction during online games promotes authentic communication among players, as they need to communicate effectively in order to achieve their game-related goals. Specifically, players who are introverts and face difficulties when communicating with others in the real world can potentially benefit from taking part in online games. Lastly, the limitations of this study being it only involved four participants as study samples and focussed on identifying the different types of VLS used by these participants. Therefore, future studies are advised to expand the sample size and incorporate measurement of participants' mastery of vocabulary items using the pre- and post-test methods in order to determine whether there is an improvement in test scores after playing online games.</p> <hd id="AN0157432140-21">Acknowledgements</hd> <p>We hereby submit the manuscript entitled ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG) to be considered for publication in The Asia Pacific Educational Researcher. We confirm that we have removed any identifying content that could compromise a blind review. This is an original submission that has not been published before and that is not currently under review at any other publication outlet.</p> <hd id="AN0157432140-22">Authors' Contributions</hd> <p>LLN, RSASG and CSY contributed to the conception and design of the study, interpretation of data, and drafting of the manuscript. RSASG performed the data collection. LLN and CSY was involved in critical revision of the article. All authors read and approved the final manuscript.</p> <hd id="AN0157432140-23">Funding</hd> <p>This work was partially supported by the University Malaya Research Grants [UMRG: RP051C-17HTM].</p> <hd id="AN0157432140-24">Data Availability</hd> <p>The datasets generated during and analysed during the current study are not publicly available due to them containing information that could compromise research participant privacy/consent, but are available from the corresponding author on reasonable request.</p> <hd id="AN0157432140-25">Declarations</hd> <p></p> <hd id="AN0157432140-26">Conflict of interest</hd> <p>The authors declare that they have no competing interests.</p> <hd id="AN0157432140-27">Appendix</hd> <p></p> <hd id="AN0157432140-28">Appendix A</hd> <p>See Table 6</p> <p>Table 6 Gu and Johnson's ([<reflink idref="bib12" id="ref61">12</reflink>]) categorisation of vocabulary learning strategies</p> <p> <ephtml> <table frame="hsides" rules="groups"><thead><tr><th align="left"><p>Vocabulary learning strategies</p></th><th align="left"><p>Strategy description</p></th></tr></thead><tbody><tr><td align="left"><p>Metacognitive</p></td><td align="left"><p>Learner's awareness and understanding of their own thought processes in selecting new vocabulary items in order to acquire meanings of words. ESL player is able to identify which words that lack comprehension. Skills such as <italic>selection</italic> and <italic>self-initiation</italic> aid learners in acquiring initial meaning-making that further prepares them for a deeper understanding on selected words</p></td></tr><tr><td align="left"><p>Cognitive</p></td><td align="left"><p>Learner's ability to acquire new vocabulary items, as well as one's approach in understanding new words that have been identified. Skills such as <italic>guessing</italic>, <italic>dictionary use</italic>, and <italic>note-taking</italic> greatly affect the flow of learner's vocabulary comprehension</p></td></tr><tr><td align="left"><p>Memory</p></td><td align="left"><p>Vocabulary learning strategies such as <italic>rehearsal</italic> and <italic>repetition</italic> of the same words help players to effectively memorise the meaning of words. Other memory-retaining skills include <italic>encoding</italic>, that is used by ESL learners to further amplify their vocabulary acquisition</p></td></tr><tr><td align="left"><p>Activation</p></td><td align="left"><p>ESL learners use the new English vocabulary that they have acquired during teaching and learning sessions in an attempt to understand the appropriateness of English words used based on the specific contexts in which they are being used</p></td></tr></tbody></table> </ephtml> </p> <hd id="AN0157432140-29">Appendix B</hd> <p>See Table 7</p> <p>Graph: Table 7 Online semi-structured interview questions</p> <hd id="AN0157432140-30">Publisher's Note</hd> <p>Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.</p> <ref id="AN0157432140-31"> <title> References </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> Aghlara L, Tamjid NH. 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  Data: Factors Influencing ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG)
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  Data: <searchLink fieldCode="AR" term="%22Ng%2C+Lee+Luan%22">Ng, Lee Luan</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6741-6201">0000-0001-6741-6201</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rino+Sharieful+Azizie%22">Rino Sharieful Azizie</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3565-7833">0000-0002-3565-7833</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chew%2C+Shin+Yi%22">Chew, Shin Yi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4056-1745">0000-0003-4056-1745</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Asia-Pacific+Education+Researcher%22"><i>Asia-Pacific Education Researcher</i></searchLink>. Aug 2022 31(4):369-381.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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– Name: Pages
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  Data: 13
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  Label: Publication Date
  Group: Date
  Data: 2022
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  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Simulated+Environment%22">Simulated Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperation%22">Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Freedom%22">Freedom</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s40299-021-00578-6
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0119-5646
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The study investigates the impact of Massively Multiplayer Online Role-Playing Game (MMORPG) on players' application of vocabulary learning strategies. The participants are experienced online gamers aged between 24 and 25 years old. Apart from identifying the vocabulary learning strategies used by the ESL players during online gaming, in order to find out how aspects related to MMORPG influence the use of strategies, data were also obtained from online semi-structured interviews with these (ESL) players who are involved in Guild Wars 2, a popular MMORPG computer game. Using Gu and Johnson's (1996) categorisation of vocabulary learning strategies (VLS), it was found that these ESL players utilise metacognitive, cognitive, memory and activation strategies in order to learn game-related vocabulary during the MMORPG game-play sessions. Additionally, there are four factors that affect the vocabulary language learning experience of the players, and they consist of; (a) the role of game storylines in enhancing MMORPG gaming immersion, (b) freedom to learn while being away from classroom-related rules, (c) social interaction that enriches players' learning experience, and (d) the role of collaboration among the MMORPG community in enriching learning experience.
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  Data: 2022
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  Label: Accession Number
  Group: ID
  Data: EJ1338627
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        Value: 10.1007/s40299-021-00578-6
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 369
    Subjects:
      – SubjectFull: Computer Games
        Type: general
      – SubjectFull: Simulated Environment
        Type: general
      – SubjectFull: Vocabulary Development
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      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: English (Second Language)
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Metacognition
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      – TitleFull: Factors Influencing ESL Players' Use of Vocabulary Learning Strategies in Massively Multiplayer Online Role-Playing Games (MMORPG)
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