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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 37 1 Educational affordances of an asynchronous online discussion forum for language learners Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2018 BASE Show details 2 Educational affordances of an asynchronous online discussion forum for language learners Zhong, Dr. Qunyan ( Maggie); Norton, Howard. - 2018 BASE Show details 3 Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers Haines, Karen. - : Unitec ePress, 2017 BASE Show details 4 Contextualising the learning affordances of technology : an in-depth look at the developing practice of two modern language teachers Haines, Karen. - : Unitec ePress, 2017 BASE Show details 5 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015 BASE Show details 6 Learning for the long haul : developing perceptions of learning affordances in CALL teachers Haines, Karen. - : WorldCALL, 2015 BASE Show details 7 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015. : Unitec Institute of Technology, 2015. : University of Western Australia, 2015 BASE Show details 8 Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context Zhong, Qunyan (Maggie). - : Elsevier, 2015 BASE Show details 9 Learning for the long haul : developing perceptions of learning affordances in CALL teachers Haines, Karen. - : WorldCALL, 2015 BASE Show details 10 Supporting Language Learning on the Move. An evaluative framework for mobile language learning resources. Reinders, Hayo; Pegrum, Mark. - : London: Taylor & Francis, 2015 BASE Show details 11 Changes in two migrant learners’ beliefs, learning strategy use and language achievements in a New Zealand context Zhong, Qunyan (Maggie). - : Elsevier, 2015 BASE Show details 12 Affect and willingness to communicate in digital game-based learning Reinders, Hayo; Wattana, Sorada. - : Cambridge Journals Online (Cambridge University Press), 2014 BASE Show details 13 Affect and willingness to communicate in digital game-based learning Reinders, Hayo; Wattana, Sorada. - : Cambridge Journals Online (Cambridge University Press), 2014 BASE Show details 14 Can I say something? The effects of digital game play on willingness to communicate. Reinders, Hayo; Wattana, Sorada. - : Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014 BASE Show details 15 Autonomous language learning study guides : Useful tools in the self-access language learning environment. Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014 BASE Show details 16 Understanding changes in Chinese immigrant language learners' beliefs in New Zealand Zhong, Qunyan (Maggie). - : TESL-EJ, 2014 BASE Show details 17 Autonomous language learning study guides : Useful tools in the self-access language learning environment. Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014. : Christchurch Polytechnic Institute of Technology (CPIT), 2014. : Unitec Institute of Technology, 2014 BASE Show details 18 Understanding changes in Chinese immigrant language learners' beliefs in New Zealand Zhong, Qunyan (Maggie). - : TESL-EJ, 2014 BASE Show details 19 Autonomous language learning study guides : Useful tools in the self-access language learning environment. Dofs, Kerstin; Hobbs, Moira. - : International Association of Teachers of English as a Foreign Language (IATEFL), 2014 BASE Show details 20 Can I say something? The effects of digital game play on willingness to communicate. Reinders, Hayo; Wattana, Sorada. - : Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University, 2014 Abstract: This paper reports on a study into the effects of digital game play on learners’ Willingness to Communicate (WTC), or individuals’ “readiness to enter into discourse at a particular time with a specific person or persons, using a L2” (MacIntyre, Dörnyei, Clément, & Noels, 1998, p. 547). Thirty Thai learners of English as a foreign language enrolled in a University language course completed six 90–minute lessons playing Ragnarok Online, a popular online role–playing game. The game had been installed on a private server and was thus only available to participants in the study. We modified the game to include special instructions, or quests (missions that players are assigned to accomplish in order to get items and progress throughout the game), designed to encourage collaboration and communication. To gauge participants’ WTC, a series of questionnaires was designed, adapted from MacIntyre et al’s (2001) WTC scale and previous studies on language and communication anxiety (Horwitz, Horwitz, & Cope, 1986; McCroskey & Richmond, 1982) and perceived competence (Compton, 2004; MacIntyre & Charos, 1996). These asked respondents about their (own perceptions of their) willingness to use English, as well as their confidence, anxiety, and perceived communicative competence in communicating in English. The questionnaires were administered at the start of the course, and again after six gaming sessions. Results on the first set of questionnaires showed that students had low confidence, high anxiety, low perceived competence, and low WTC. The second set of results showed a marked and significant improvement, with participants feeling more confident, less anxious, more competent, and more willing to communicate. We argue that the careful construction of tasks that draw on the affordances of games can have a positive effect on the language learning process. Keyword: 130207 LOTE; 130306 Educational Technology and Computing; CALL (computer-assisted language learning); ESL and TESOL Curriculum and Pedagogy (excl. Māori); gaming; language play; second language acquisition (SLA) URL: https://hdl.handle.net/10652/2962 BASE Hide details Page: 1 2

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