Saeideh Hosseini & Begum Sacak Games in Language Learning: MMORPGs and English Language Learners’ Perceived Identity Saeideh Hosseini & Begum Sacak

INTRODUCTION What are MMORPGs? interactive games online virtually constructed fantasy worlds The significance of MMORPGs in SLL interaction opportunities a safe environment a sense of community

Interaction in MMORPGs MMORPGs as effective platforms for community of practice (Wu et al., 2014) Interaction between players through forming community of practice (Zhao and Lai, 2005) Completing quests Working towards a common goal Socialization Interacting with people & negotiation of meanings

Community of Practice, Learning & Identity Wenger (1998) Learning = Identity Learning is a process of becoming Learning is a social act Lave and Wenger (1991) Identities are products of people’s participations and memberships in the communities.

Identity in Role Playing Games Real World Identity The real world identity is defined as the real identity of the player in the real world, which is a non-virtual person playing a computer game.

Projective Identity/Imagined Identity Projective identity has a root in the person’s real identity. The projection of values and desires onto the virtual characters (Gee,2003). The projection of values also leads to an ownership of the identities. Imagined identity (Norton, 1995; Norton and Toohey, 2011).

Virtual Identity (Character) Virtual identity stands for the identity which is created for the game play. Within the limitations of a particular game design, a player can attribute the desired characteristics and appearance for the character they are playing with.

Identity in Role Playing Games Real World Identity Projective identity Virtual Identity

Identity & MMORPGs Deep learning requires an extended commitment and such a commitment is powerfully recruited when people take on a new identity they value and in which they become heavily invested – whether this be a child “being a scientist doing science” in a classroom or an adult taking on a new role at work (Gee, 2004). Investment in new identities = investment in language learning (Norton, 1995)

Previous Research on MMORPGs in Language Learning Collaboration among players Guilds: “collaborative relationships developed by gameplay and alliance to take high-level learning tasks (Pasfield-Neofitou, 2014, p. 272; Rankin et al., 2008 ).” Learners’ desire to be a part of the role playing games Motivation People from different backgrounds Existence of a non-threatening environment (Zhao and Lai, 2005) MMORPGs lower the risk of failure as learners do not experience real world consequences.

OUR FUTURE RESEARCH The connection between identity and language learning in online games A Synthesis of the theoretical frameworks (Gee, 2004; Wenger, 1998; Norton, 1995)