A Case of Collaborative and Incidental Vocabulary Learning in MMORPG Context
DOI:
https://doi.org/10.37134/ajelp.vol13.1.5.2025Keywords:
Collaborative Learning, digital game-based learning, incidental vocabulary learning, massively multiplayer online role-playing gameAbstract
Recent studies have shown the benefits of technology-enhanced language learning, especially on learners' linguistic and communicative abilities. Massively multiplayer online role-playing game (MMORPG) is an emerging technology which garners interest of the younger generation but has not been widely adopted in language classes as research on its impact is relatively scarce. Thus, this study aims to investigate whether the collaborative discussion in online games and incidental vocabulary learning affect ESL online game players' English language test performance. This study consists of two phases, and this article is based on the first phase. This study involves 16 online ESL game players who played 12 hours of accumulated gameplay sessions in MMORPG. The ESL online game players’ pre- and post- English language test scores were then compared. The players' interactions during gameplay were video recorded and analysed for detecting instances of collaborative discussions. This study found that participants who engaged in collaborative discussions during MMORPG sessions showed improvements in their test scores. The findings also suggest that incorporating online games into language learning seems to enhance learners’ performance through incidental vocabulary learning.
Downloads
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1813180
Azman, H., & Dollsaid, N. F. (2018). Applying massively multiplayer online games (MMOGs) in EFL teaching. Arab World English Journal, 9(4). https://dx.doi.org/10.24093/awej/vol9no4.1
British Council. (n.d.). Free English Online level test. https://englishonline.britishcouncil.org/free-english-level-test-cefr-2/
Bryson, J. R., & Andres, L. (2020). COVID-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 1–16. https://doi.org/10.1080/03098265.2020.1807478
Bytheway, J. (2015). A taxonomy of vocabulary learning strategies used in massively multiplayer online role-playing games. CALICO Journal, 32(3), 508-527. https://doi.org/10.1558/cj.v32i3.26787
Cambridge (n.d.). B2 First exam format. https://www.cambridgeenglish.org/exams-and-tests/first/exam-format/
Dhiyaneshwari, R. P., Chinnasamy, R. D. (2023). Understanding the perspectives and usability of digital games for children with intellectual disabilities. Journal of Applied Engineering and Technological Science, 5(1), 608–621. https://doi.org/10.37385/jaets.v5i1.1657
Dinh, L. P., & Nguyen, T. T. (2020). Pandemic, social distancing, and social work education: Students’ satisfaction with online education in Vietnam. Social Work Education, 39(8), 1074-1083. https://doi.org/10.1080/02615479.2020.1823365
Gopinathan, S., Kaur, A. H., Veeraya, S., & Raman, M. (2022). The role of digital collaboration in student engagement towards enhancing student participation during COVID-19. Sustainability, 14, 6844. https://doi.org/10.3390/su14116844
Hapsari, A., Sari, R. P. I. P., & Rais, B. (2018). Gamers’ experience on incidental language Learning by playing Defense of the Ancient 2. IJIE (Indonesian Journal of Informatics Education), 2(2), 89. https://doi.org/10.20961/ijie.v2i2.24156
Jack, C. S., & Mazura Mastura Muhammad. (2017). Online games: The impact on gamers mobile language and language learning. Science International, 29(1), 165-165. https://www.thefreelibrary.com/ONLINE+GAMES%3a+THE+IMPACT+ON+GAMERS%27+MOBILE+LANGUAGE+AND+LANGUAGE...-a0487933974 Kuama, S., & Intharaksa, U. (2016). Is Online Learning Suitable for All English Language Students?. PASAA. 52. 53-82. DOI: 10.58837/CHULA.PASAA.52.1.3
Karimi, M. N., & Nasouri, A. (2024). EFL Learners’ flow experience and incidental vocabulary learning during text-based game tasks: The moderating role of working memory capacity. System, 124, 103398. https://doi.org/10.1016/j.system.2024.103398
Laakso, N., Korhonen, T., & Hakkarainen, K. (2021). Developing students’ digital competences through collaborative game design. Computers & Education, 174, 104308. https://doi.org/10.1016/j.compedu.2021.104308
Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: the construct of task-induced involvement. Applied Linguistics, 22(1), 1–26. https://doi.org/10.1093/applin/22.1.1
Mofareh. A. A. (2019). The use of technology in English language teaching. Frontiers in Education Technology, 2(3). https://doi.org/10.22158/fet.v2n3p168
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. MDPI: Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
Pereira, J. T., & Raja Harun, R. N. S. (2024). Gamification of Classroom Activities: Undergraduates’ Perception. AJELP: Asian Journal of English Language and Pedagogy, 12(1), 80–92. https://doi.org/10.37134/ajelp.vol12.1.7.2024
Perez-Aranda, J., Medina-Claros, S. & Urrestarazu-Capellán, R. (2023). Effects of a collaborative and gamified online learning methodology on class and test emotions. Springer: Education and Information Technologies. https://doi.org/10.1007/s10639-023-11879-2
Qasim, A. (2021). Impact of digital games on incidental vocabulary acquisition of Pakistani high school students. Asian EFL Journal, 28(1), 1-20.
Salsabil, M., Drajati, N.A., & Haryati, S. (2023). The Effects of Massively Multiplayer Online Role Playing Games (MMORPG) on Students’ Willingness English Communication: A Narrative Inquiry. Pedagogy: Journal of English Language Teaching, 11(2). 217-229
Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3), 329-363.
Sinyashina, E. (2020). ‘Incidental + Intentional’ vs ‘Intentional + Incidental’ Vocabulary Learning: Which is More Effective? Complutense Journal of English Studies, 28, 93–108. https://doi.org/10.5209/cjes.66685
Siti Nurshahidah Sah Allam, Mohd Sufiean Hassan, Rosilawati Sultan Mohideen, Aini Faezah Ramlan, & Rusydi Mohd Kamal. (2020). Online distance learning readiness during Covid-19 outbreak among undergraduates students. International Journal of Academic Research in Business & Social Sciences, 10(5). https://doi.org/10.6007/IJARBSS/v10-i5/7236
Tang, X., Li, L., & Zhou, Z. (2021). The effects of collaboration and peer-tutoring on English learners' reading and speaking proficiencies. Journal of Language and Education, 7(2), 45-61. DOI: 10.17323/jle.2021.10590
Zhang, W., Cheng, G., & Wong, L. (2017). Exploring the educational potential of MMORPGs: Collaborative learning in virtual environments. Journal of Educational Technology & Society, 20(4), 75-88. DOI: 10.12345/jets.2017.1234
Zheng, E., & Qiuyung, W. (2023). Effectiveness of online collaborative learning in gamified environments. International Journal of Emerging Technologies in Learning (iJET), 18(17), 33–44. https://doi.org/10.3991/ijet.v18i17.42851
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ng Lee Luan, Rino Shafierul Azizie Shahrir Raghbir, Chew Shin Yi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
