Massive online multiplayer games as an environment for English learning among Iranian EFL students

AbstractResearch has shown that massively multiplayer online role-playing games (MMORPGs) have the potential to offer language learning opportunities. However, there is a dearth of research exploring student attitudes about the potential of these games for language learning. We used the language learning principles framework proposed by Brown and Lee (Citation2015) to explore the attitudes of informal Iranian EFL gamers about the potential of the MMORPG environment for language learning. Using a mixed-methods approach, data collected by means of a questionnaire (N = 500) and semi-structured interviews (N = 20) showed that participant attitudes aligned with eight language learning principles (i.e. autonomy, transfer, reward, self-regulation, identity and investment, interaction, languaculture, and agency). The findings of the study highlight the potential of the MMORPG environment for language learning. Parents and EFL teachers should consider the potential affordances of the MMORPG environment as an alternative or complement to formal English language learning environments.Keywords: Digital gamesMMORPGattitudelanguage learning principlesagencyenvironmentIranian EFL AcknowledgmentsThe authors would like to acknowledge the comments of Distinguished Professor James Paul Gee as well as Associate Professor Chun Lai given on an early design of the study. We also appreciate the guidance and support provided by Editor Prof. Jozef Colpart and the anonymous reviewers on earlier versions of the manuscript.Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe research reported in this manuscript was partially funded by the University of Macau under Grant MYRG2019-00030-FED.Notes on contributorsAli SoyoofAli Soyoof is currently a PhD student at Monash university, his areas of interests are video games, Computer Assisted Language Learning (CALL) and out of classroom language learning.Barry Lee ReynoldsBarry Lee Reynolds is Associate Professor of English Language Education in the Faculty of Education at the University of Macau. He has taught EGP, EAP, ESP and trained language teachers in the USA, Taiwan, and Macau. He conducts interdisciplinary applied linguistics research, mostly in the areas of L2 vocabulary learning, literacy, and computer assisted language learning.Kan Kan ChanKan Kan Chan is an assistant professor in the Faculty of Education, University of Macau. Her main area of research is the use of technology in education. She engages in research topics such as dynamic geometry software in mathematics education, application of smart toys in early childhood classroom, the role of technology in classroom assessment and the visual analytics technology in instruction.Wen-Ta TsengWen-Ta Tseng is a Professor in the Department of Applied Foreign Languages, National Taiwan University of Science & Technology. His current research interests include individual differences in language learning and psychometric analysis of language learning data.Kate McLayKate McLay is a lecturer at the University of Queensland. Her areas of interests are digital literacies, learning technology and sociocultural theory. She has published in a number of quality journals such as Frontiers in Psychology, British Educational Research Journal, Discourse: Studies in the Cultural Politics of Education, Journal of Computer Assisted Learning and International Journal of Educational Research.