How People Learn a Second Language

(Excerpted from my dissertation.)

Learning a second language is an arduous task. Most scholars would agree that it requires a lot of practice (Krashen, 1982; Nation, 2014), language activities that are embedded in realistic tasks (i.e., communicative approach) (Hymes, 1972; McFarlane, Sparrowhawk, & Heald, 2002), plasticity of the brain (Pinker & Bloom, 1990; Ward, 2010), and high levels of motivation (Crystal, 2010; Gardner, 1985). Here are the five stages of second language (L2) learning: preproduction, early production, speech emergence, intermediate fluency, and advanced fluency (Krashen & Terrell, 1983). Progress through these stages depends on level of formal education, family background, time spent in an English-speaking country, and many other variables.

For young children, oral language and literacy development should include support in their native language, sufficient time and support, developmentally and culturally appropriate material, a balanced and meaningful literacy program, and reliable, ongoing, and valid assessments (TESOL, 2010a). For adults, more specialized vocabulary and education on the sociocultural dimensions for the workplace or academic setting are required (TESOL, 2010b). Otherwise, adult L2 instruction is like that of young children, as noted in the vision and action agenda of the National Literacy Summit (2000). For example, they propose that adult learners also have access to native language or bilingual texts and instruction that is based on meaningful contexts.

There’s some disagreement as to the developmental stages of SLA, but most agree that the initial stage includes a silent period in which you understand some of the L2 but may not be able to produce it (Granger, 2004). Scholars disagree as to whether there is a critical period (cut-off time) for learning a second language with native-like fluency (Crystal, 2010). For instance, cognitive neuroscientists prefer the term sensitive period to refer to the limited window of time to learn due to evidence supporting the possibility of extended learning (Ward, 2010).

I agree with Pinker and Bloom’s (1990) idea that the critical period varies with maturation and plasticity of the brain due to natural selection. Hurford (1991), in his evolutionary model, referred to language learning past the critical age as the natural selection pressures activating the trait.  These pressures affect adults who come from around the world with the hope of learning English in order to attend an American university. One way to affect the plasticity of the brain is to play video games. Current research on the brain and its behavior indicate that playing highly arousing, reward-based video games activates brain plasticity (Kilgard & Merzenich, 1998).

Numerous factors affect learning ESL. For one, learning English takes a long time. For beginners, basic interpersonal communication skills can take two years to learn, while cognitive academic language proficiency can take five to seven years (Cummins, 2008). Influential factors include, but are not limited to, native language (L1) writing system, age exposed to English, cognitive ability, and exposure to other languages (National Literacy Summit, 2000). Another important factor is gender (i.e., female, male, other), which is influenced by the gender of the teacher, strategy use (Kiram, Sulaiman, Swanto, & Din, 2014), and conventional norms (Oxford & Nyikos, 1989). There’s no conclusive evidence that one gender is better at learning a L2. Oxford and Nyikos (1989) posit that it has more to do with strategy preferences and conventional norms.

References

Crystal, D. (Ed.). (2010). The Cambridge Encyclopedia of Language, 3rd ed. New York, NY: Cambridge University Press.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 2: Literacy (2nd ed., pp. 71-83). New York, NY: Springer Science + Business Media LLC.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation.  London, England: Edward Arnold (Publishers) Ltd.

Granger, C. A. (2004). Silence in second language learning: A psychoanalytical reading. Tonawanda, NY: Multilingual Matters, Ltd.

Hurford, J. R. (1991). The evolution of critical period for language acquisition. Cognition, 40, 159–201. doi:10.1016/0010-0277(91)90024-X

Hymes, D. (1972). Models on the interaction of language and social life. In J. J. Gumperz & D. Hymes (Eds.) Directions in sociolinguistics: The ethnography of communication (pp. 35-71). New York, NY: Holt, Rinehart, and Winston.

Kilgard, M. P., & Merzenich, M. M. (1998). Cortical map reorganization enabled by nucleus basalis activity. Science, 279, 1714-1718.

Kiram, J. J., Sulaiman, J., Swanto, S., & Din, W. A. (2014). The relationship between English language learning strategies and gender among pre-university students: An overview of UMS. Proceedings of the 3rd International Conference on Mathematical Sciences, Vol. 1602 (pp. 502-507). Kuala Lumpur, Malaysia: AIP Publishing LLC. doi:10.1063/1.4882532

Krashen, S. (1982). Principles and practices in second language acquisition.  Oxford, England: Pergamon Press.

Krashen, S. D., & Terrell, T. D. (1983). The natural approach: Language acquisition in the classroom. London, England: Prentice Hall Europe.

McFarlane, A., Sparrowhawk, A., & Heald, Y. (2002). Report on the educational use of games. Cambridge, England: TEEM.

Nation, P. (2014). What do you need to know to learn a foreign language? School of Linguistics and Applied Language Studies.  Victoria University of Wellington, New Zealand. Retrieved from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/foreign-language_1125.pdf

National Literacy Summit. (2000). Adult ESL language and literacy instruction: A vision and action agenda for the 21st century. Office of Vocational and Adult Education. Washington, DC: U.S. Department of Education.

Oxford, R., & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. The Modern Language Journal, 73(3), 291-300. doi:10.1111/j.1540-4781.1989.tb06367.x

Pinker, S., & Bloom, P. (1990). Natural language and natural selection. Behavior and Brain Sciences, 13, 707–784. doi:10.1017/s0140525x00081061

Teachers of English to Speakers of Other Languages. (2010a). Position paper on language and literacy development for young English language learners. Washington, DC: TESOL International Association. Retrieved from https://www.tesol.org/advance-the-field/position-statements

Teachers of English to Speakers of Other Languages. (2010b). Position statement on adult English as a second or additional language program. Washington, DC: TESOL International Association. Retrieved from https://www.tesol.org/advance-the-field/position-statements

Ward, J. (2010). The student’s guide to cognitive neuroscience. New York, NY: Psychological Press.

What kind of vocabulary can you learn from role-playing videogames?

Brightly colored winged-ferry is learning about a quest from a farmer in his field.
Example of gameplay in EverQuestII

In my gaming research study with EverQuestII® (EQII), I was pleasantly surprised to see a dominance of neutral words and only a slight majority of negative words over positive ones. This is based on the participants’ text-based, chat logs that I analyzed with the vocabulary concordancer called Range. Chat logs include language from the non-playing characters (NPCs), playing characters (gamers), and game alerts. Range parses the most frequently used words from a text file. I categorized the top 109 most frequently occurring words according to their positive, negative, and neutral attributes.

Positive Words: achievement, benefits, bonuses, boost, defeating, defense, eligible, encounter, focus, gain, health, increases, loot, points, power, prestigious, promotion, purchase, relieve, and reviving

Negative Words: assassin, combat, corpses, critical, crush, damage, debt, destroyer, destruction, disbanded, disruption, drained, fails, fanatic, fear, infected, inflict, interrupted, intimidation, overrun, purulent, slashing, slay, strike, suffering, threat, and loot* (actually a positive word in videogame context).

Neutral Words: absorbs, agility, already, attributes, banner, beetle, claim, collect, commoner, consciousness, consider, convert, copper, current, dedicated, discourse, discovered, dwarf, engage, errands, forum, griffon, hail, icon, idle, levels, limb, magic, melee, member, mentoring, northwest, outpost, parries, piercing, reset, reverse, reward, rifts, riposte, shield, silver, spirit, stamina, statesmen, strength, target, thirst, throne, tower, trade, trigger, unique, unknown, untamed, vocals, weight, zone, and purchase

EQII is a text-heavy, massively, multiplayer, online, role-playing game (MMORPG).  It’s a fantasy game with various virtual worlds, numerous characters to play, and thousands of quests, so the language encountered won’t be exactly the same for everyone.  Nevertheless, I noticed some of the same language being encountered at the early levels of play. For my dissertation study, I used some of these common words parsed from English language learning (ELL) participants’ chat logs for their pretest-posttest of new words learned from gameplay. I wanted to know whether MMORPGs combined with ELL strategies are a good extracurricular activity.

CALL Criteria for Use of EverQuestII Video Game

Ocelot in full armor with sword on a snowy tundra with orcs running in the background
Meet my virtual identity, Kerrannie

As a computer-assisted language learning (CALL) budding researcher, I selected EverQuestII(EQ2) for my second language acquisition (SLA) research study based on a previous study and similar gaming literature. Little did I know how much reading and advanced vocabulary was involved in this game—vocabulary that you need to know in order to advance to the next level.  Reading fiction is a good way to improve your vocabulary.  Reading while immersed in the context is even better for the language learner!

EQ2 is in the game genre of massive multiplayer online role-playing games (MMORPGs).   Scholars like Millard (2002) believe that modern technologies can improve literacy.  I’m using EQ2 combined with SLA strategies as an after school intervention with English language learners’ to see if it will improve their grammar, reading, and vocabulary.

Chapelle (2001) developed criteria for CALL media selection that included language learning potential, learner fit, meaning focus, authenticity, positive feedback, and practicality. Other SLA researchers have used it to vet video game selection for their research (Miller and Hegelheimer, 2006). This criteria is a great way for me to share how impressed I am as an ESL educator with EQ2 as a medium for informal learning. Here are my initial understandings of the fit with the CALL criteria proposed by Chapelle: (albeit brief…)

  • Language Learning Potential: Text-based and/or live chats with native English speakers; written support of all communication in chat logs and speech bubbles; scaffolded introduction to each player’s role; and environment, animation and audible alerts enhance understanding
  • Learner Fit: Current literature indicates promise for gaming for educational purposes; EQ2 is rated T for Teen (ESRB, 2016) for a more approachable theme; and participants are university students who are familiar with online gaming
  • Meaning Focus: Role-play takes on meaning of several narratives on various kingdoms; and encounters provide salutations, skirmishes, and humor,
  • Authenticity: 5000 creatures to encounter on 8000 quests for situated learning encounters with non-playing characters and gamers; capability to build your own virtual identity; and possibility of failure
  • Positive Feedback:  Level-up announcements; tokens for continuance in gameplay; game currency for quest completion; and rewards for being courageous, etc.
  • Practicality: Free up to 91 levels of play; online for ease of access anytime; and tutorials available in-game and on YouTube; and user-friendly tips and error messages.

Drawbacks include the need to have sufficient computer graphic card, hard drive storage space, and the support of a “gaming coach” for those first-time gamers.  I realize that EQ2 is no longer the most sophisticated or popular game since its heyday was around 2011. Actually, this is why I selected this video game for my research study—so that participants will likely not be familiar with it.

References

Millard, E. (2002). Boys and the Blackstuff. National Association of for the Teaching of English (NATE) Newsletter, 16, January.

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge, MA: Cambridge University Press.

Entertainment Software Rating Board. (2016). ESRB Ratings. New York, NY: Entertainment Software Association.  Retrieved from https://www.everquest2.com/news/february-2016-producers-letter-holly

Miller, M., & Hegelheimer, V. (2006). The Sims meet ESL: Incorporating authentic computer simulation games into the language classroom. International Journal of Interactive Technology and Smart Education, 3(4), 311–328.

Goals of Research Study on MMORPGs + SLA Strategies

This summer, I started my research study for my dissertation on massively multiplayer online role-playing games (MMORPGs) combined with second language acquisition (SLA) optimizing activities.  I want to find out if free, commercial video games, MMORPGs in particular, are useful in helping English language learners (ELLs) acquire English skills.  Could MMORPGs be used to supplement language programs or personal learning agendas?  I’ll be using EverQuest II emphasizing language interactions and social identity (use of chat log, joining guilds, and character development), as an after school add-on in a mixed-methods-collective-case-study with nonequivalent comparison group design.

In my literature review and my previous case study on gaming and language learning,  ELLs self-reported that they learn English from playing video games.   Also, researchers on this topic are reporting positive gains for ELLs in vocabulary and language skills (reading, writing, listening, and speaking). My dissertation study focuses on these same skills, as well as student attitude toward gaming as a language learning tool and impact of prior gaming experience.

The goal of my study is to foster ELLs’ communicative competence—no matter their locale or socioeconomic situation.  Free role-play gaming (EQII provides 91 levels of free play) can provide opportunities to access authentic language learning environments for experiential learning.  MMORPGs challenge ELLs linguistically and provide accessible themes and embedded support systems.  Literature on gaming indicates gamers practice information literacy skills (seeking & disseminating information), collaboration, problem-solving, and decision-making through meaningful and relevant tasks.

I’ll keep you posted on my progress and findings on this blog.

8th SLanguages Annual Symposium 2015

Conference Organizer
Conference Organizer

Time: November 14, 2015 to November 15, 2015
Location: EduNation in Second Life
Organized By: Heike Philp aka Gwen Gwasi

Event Description:
8th SLanguages Annual Symposium
14-15 November 2015 (Sat/Sun)
Come and join us at SLanguages Annual Symposium, a two day online conference on language learning in virtual worlds held for the 8th time on EduNation in SecondLife.  The two main topics of the conference are machinima (cinematic productions of real-time conversations in virtual environments) on Saturday, 14 Nov 2015 starting at 12pm GMT and language learning games on Sunday, 15 Nov 2015 starting at 9am GMT.
We meet on EduNation in SecondLife, and there are tours to various virtual worlds like OpenSim, Edmondo, Kitely, Minecraft, Unity 3D etc., some of which you may want to attend via our livestream.  Here are the highlights:
– a CAMELOT symposium, an Istanbul University symposium and a Minecraft symposium
– keynotes by Stylianos Mystakidis of OpenEducationEuropa, JayJay Zifanwe of the University of Western Australia, Gord Holden on immersive technology for learning in schools, Nick Zwarts of the TiLA project
– a film festival, fire side chats, games parks, water sports fun, tours and a party with the Cheerleaders
For the provisional program, please click here
http://tinyurl.com/SLanguages2015
It is free to attend and all of the sessions are being streamed and recorded in Adobe Connect. You do not need an avatar to attend, but if you do join us in SecondLife on EduNation, and if it is your first time to do so, we are happy to assist and look forward to meeting you inworld.
Twitter hashtag: #slang15 

Join me at MSERA 2015!

Photo of Sandra Annette Rogers

Join me in Lafayette, LA this November 4-6th for the Mid-South Educational Research Associations (MSERA) 2015 annual meeting.  Click this link to see the full conference schedule.  For more information on the MSERA, visit their Website.  The cool thing about this conference is that everybody brings their paper and not just the PowerPoint slides to handout to attendees. I ended up with tons of great research papers to read afterwards!

I’ll be making two presentations on gaming. Here’s my schedule:

Case Study: Saudi English Language Learners’ Gameplay

Learning2gether with Dawn Bikowski discussing gaming and language learning

Thanks to Vance Stevens and Dawn Bikowski for putting together this learning event.

Learning2gether

Download mp3 here: http://learning2getherdotnet.files.wordpress.com/2014/08/2014aug31dawnbikowski-64k.mp3

On Sun Aug 31 Learning2gether was honored to meet with Dawn Bikowski discussing gaming and language learning

Dawn discussed projects she’s working on for teacher training by putting digital gaming into her MA teacher training courses, including pedagogical grammar and teaching reading & writing. She also talked about her experiences as lead author of the teacher’s manual for the digital game Trace Effects, which she did for the U.S. Department of State.

http://www.thedigitalshift.com/2012/12/k-12/u-s-state-department-launches-online-game-to-aid-english-learners/

Dawn mentioned using Aurasma with teacher trainees in her discussion with us. On YouTube you can see many examples of what Aurasma does; e.g., http://www.youtube.com/watch?v=GBKy-hSedg8 and she explained in greater detail in her talk at the CALL-IS and IATEFL LTSIG webinar on Gaming and Gamification on Jun 14 this year, where she spent 10 minutes talking about Aurasma and how she uses it to help teachers experience games.

TESOL CALL-IS Keynote, Dawn Bikowski
Training Teachers to Think in Games

View original post 342 more words

Trace Effects Video Game for Learning English as a Foreign Language

Trace and other characters in the game called Trace Effects
Source: Bureau of Educational and Cultural Affairs, U.S. Department of State

 

What is it?

Trace Effects  is an educational 3-D multimedia interactive video game that can be played individually off-line from a DVD or online individually or with a group.  There’s also a complimentary mobile app called Trace Word Soup, which is a vocabulary game. Trace Effects was designed for English language learners (ELLs) ages 12-16 by the United States Department of State (DOS), Bureau of Educational and Cultural Affairs.

What does it teach?

The game teaches American English and culture in the context of a student entering a university setting for the first time.  For example, Trace, the main character, navigates the campus in search of the student information center to obtain his student identification card in order to access certain buildings and ultimately progress to the next level of play. This game (and all of its supporting material) is part of an outreach program of the Office of English Language Programs and the American English resource center, which supports the efforts of the Regional English Language Officers (RELOs) worldwide.  RELOs work directly with English language specialists to promote American culture and English language learning activities in public and private schools abroad.

What learning principles and practices is it based on?

I was able to interview key stakeholders about the game’s program theory.  Based on their comments and my review of the game and existing documents, I concluded that Trace Effects is based on the following major concepts: cognitivism, constructivism, the communicative approach to language acquisition, the Teachers of English to Speakers of Other Languages (TESOL) Technology Standards Framework, and gaming as an instructional strategy.  Moreover, the DOS’s vision (pillars) factor into the game.  The following DOS pillars are embedded in the levels/lessons of the game: entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution.

Who is the target audience?

The game was designed specifically for secondary school students in various nations who are involved in the English Access Micro-scholarship Program.  This is one of the State Department’s outreach efforts to provide English language skills to talented 13-20 year-olds from economically disadvantaged sectors of the world through after school classes.  The purpose is to provide an opportunity for participants to improve their English skills to increase their chances of better employment and/or entrance into post-secondary schools. For example, Access participants may compete for, and participate in, future exchanges and study in the United States. 

How will one know if users improved their English language ability and/or learned about American culture by using the game?  

In the Trace Effects’ teacher manual, teachers are encouraged to assess students before and after so many hours of playtime (pretest/posttest).  There are numerous extension activities in the teacher’s manual to assess learning (alternative assessments).  For example, the student worksheets associated with each chapter allow teachers to monitor student learning.  Students can monitor their own learning through the passive game feedback of points, redirects, and level achievement (self-regulation).  Students share their progress on an electronic log with their teacher.  There are competitions held worldwide for the record of highest scorer.  Stakeholders reported that educators could conduct action research to compare a control group that does not play the game with that of the treatment group that does.  Another  idea is using think-alouds for qualitative research—taking notes on what students report on while playing the game (phenomenology).

How can I access this game for my students?

Visit the US DOS website to play the game and download the manual.  If you teach English abroad, contact your local RELO for access to the Trace Effects DVD and supporting material to use in your classroom.  Click here to learn how to download the Trace Word Soup app.

To learn about the program theory behind the game, see my logic model of Trace Effects.

Your blogger,

Sandra Rogers

P.S. A special thanks to the US DOS Office of English Language Programs for the use of this image.

Reference

Rogers, S. (2014). Program Theory Logic Model of Trace Effects Video Game. In Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (pp. 1662-1674). Chesapeake, VA: AACE.

Doctoral Internship: Creating Machinima for Language Learners

CAMELOT. This semester, I participated in the CreAting Machinima Empowers Live Online language Teaching and learning (CAMELOT) project funded by the European Union’s Lifelong Learning Programme.  The purpose of the CAMELOT project is to provide language-teaching resources for English as foreign language instructors, as well as to share the technological and pedagogical expertise on creating and adapting their own machinima for the classroom.  Machinima are screencasts of animation in virtual worlds to create movies.  I interned for a grantee in the project, Heike Philp of let’s talk online, sprl.  My primary goal was to learn the craft of machinima in order to assist with the production of machinima in Second Life™ (SL) utilizing Camtasia Studio video production software, as well as to produce supporting how-to guides.  My personal goal was to become adept at producing media for young children.

 

Orange tabby sitting lotus style next to lady at campfire
Irish Pub on EduNation in Second Life

MENTOR. I received wonderful guidance from Heike Philp, my intern supervisor.  She spent numerous hours with me inworld and in webinars hosted on Adobe Connect.  We met in a SL sim she owns called EduNation.  Sometimes we sat around a campfire to discuss the various issues I was having in SL.  Other times, Heike or her co-moderators led trainings, machinima screenings, or live film shoots. They invited us to collaborate in group projects.  The volunteer moderators of the workshop provided ongoing activities beyond the confines of the 5-week training.  For example, the sixth week, we were challenged to create a lesson plan to accompany our machinima for a CAMELOT competition in the SLanguages Symposium on February 28th.

SECOND LIFE. To create machinima, you need characters.  You can ask others to star in your production or serve as extras in the background.  In my case, I decided to become a character in my own simple production.  Ms. Philp bestowed upon me a great gift of Linden dollars to purchase a new avatar.  Now I am a grey cat that looks lifelike and makes cat sounds.  I love it!  I wanted to be a cat that had animated features for filming purposes.  I had previously selected a tabby cat avatar from the freebies but found that it did not have the same movement capabilities of human avatars.  Now with this new Zooby cat skin, I can do several actions like sit, clean myself, nap, run, purr, and meow.  I want to use this avatar cat in a machinima about my children’s story, Kanimambo, Charlie Makako (Thank you, Charlie Monkey).  This is one of the stories that I hope will be selected for future CAMELOT projects.  In the story, one of the things that the cat does is dance.  I tried the different gestures provided in SL affordances.  I can move his legs from side to side, as if he’s dancing.  I can also change the cat’s physical attributes to make it look more like a monkey (e.g. elongate tail), which is one of the characteristics of the cat’s character.

Here are two of the machinima I created this semester:  (I hope to add more to these to embellish the story.)

1.  Adventures with Charlie

http://youtu.be/03QhO0Q2zv8

2. Cast Party at the Castle

http://youtu.be/tTGkPNJ7NTE

 

Your blogger,

Sandra Rogers