Muhammad Salsabil, Nur Arifah Drajati, Sri Haryati

The Effect of Massively Multiplayer Online Role-Playing Games (MMORPG) Vocabulary on Students’ Willingness to Communicate: A Narrative Inquiry

Introduction

The effect of massively multiplayer online role-playing games (mmorpg) vocabulary on students’ willingness to communicate: a narrative inquiry. Discover how MMORPG vocabulary boosts EFL students' willingness to communicate, enhancing self-confidence and pronunciation. Learn its positive impact on English language skills.

Abstract

Learning is not only done in the classroom but also outside the classroom through game media. This study focuses on the effect of vocabulary knowledge from massively multiplayer online role-playing games on students' willingness to communicate. The subjects of this research are three EFL learners who play MMORPG games. This study uses a biographical narrative inquiry method and collects data through semi-structured interviews and artefacts. EFL learners were assigned to share their experiences playing MMORPGs related to vocabulary knowledge and the desire to communicate. The data is analysed using thematic analysis. The findings highlight the positive impact of vocabulary knowledge on participants' self-confidence and pronunciation skills. A solid grasp of game-related vocabulary increases participants' self-confidence, making them more comfortable engaging in conversations and less afraid of making mistakes. It also improves pronunciation skills, as participants better understand word pronunciation through in-game interactions. Through collaboration among teachers, institutions, and parents, using MMORPGs as a learning tool is expected to provide maximum benefits for students in improving their English communication skills.

Review

This narrative inquiry effectively investigates the impact of vocabulary acquired through Massively Multiplayer Online Role-Playing Games (MMORPGs) on English as a Foreign Language (EFL) students’ Willingness to Communicate (WTC). The study is timely and relevant, recognizing the significant role of informal learning environments like digital games in modern language acquisition. Focusing on three EFL learners who actively play MMORPGs, the researchers employed a biographical narrative inquiry method, gathering rich qualitative data through semi-structured interviews and artefacts. This approach is well-suited for exploring the complex personal experiences of language learners, particularly concerning affective factors like WTC, and provides a nuanced perspective on this often-challenging aspect of language learning. The findings reveal a compelling positive correlation between MMORPG-derived vocabulary knowledge and participants' self-confidence and pronunciation skills. The abstract highlights that a strong grasp of game-related lexicon significantly boosts learners' self-assurance, enabling them to engage in conversations more readily and mitigate the fear of making errors. Furthermore, in-game interactions appear to foster improved pronunciation, suggesting that active participation within the game environment offers authentic practice opportunities. The use of thematic analysis to process the qualitative data likely allowed for the nuanced exploration of these interconnected benefits, providing depth to the understanding of how informal game-based learning contributes to communicative competence. While the narrative inquiry approach offers invaluable depth and rich experiential data, the small sample size inherent to this methodology naturally limits the generalizability of the findings to a broader EFL population. Future research could build upon these insights by employing mixed-methods approaches or larger-scale qualitative studies to explore the phenomenon across diverse demographics or game genres. Nevertheless, the study's call for collaboration among teachers, institutions, and parents to leverage MMORPGs as a deliberate learning tool for English communication skills is particularly salient. This research makes a significant contribution by underscoring the potential of non-traditional learning avenues and providing a strong empirical basis for integrating popular culture phenomena into language education pedagogy.

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