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Results also indicate that pairing a trained language instructor with a motivated learner can increase engagement, though effects may be temporary if group bonds do not extend beyond shared language goals.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nArticle  \nThe Effects of Group Dynamics on Language Learning and Use in an MMOG  \nDonald Vosburg  \nAbstract  \nThe use of video games as a learning tool, in particular massively multiplayer online games (MMOGs), continues to grow, as does the research in this field of study; research to date has revealed benefits to the language learner as well as hindrancesand research gaps (Godwin-Jones, 2014). This study examines participant perspectives on group dynamics, and how comradery and a foreign language guide affect participants’ in-game production of L2 German while playing World of Warcraft (WoW) as an extramural activity. This study focuses on an eight-week long MMOG gaming project, in which two groups of participants played WoW with a native German speaker in order to investigate the effects inter-group dynamics have on a participant’s real-time target language production and willingness to communicate. Participants reported during interviews and written journal entries that a lack of shared interests and motivation (learning and gaming) negatively affected the groups’ target language participation. The findings additionally suggest that a trained foreign language instructor paired with a motivated learner may result in increased participation; however, these increases may be temporary if a group’s relationship does not extend beyond the shared goal of foreign language improvement.  \nKeywords: community; extramural; gaming; SLA; MMOG  \nIntroduction  \nVideo games are a common form of entertainment, and the gaming industry is thriving (Wattana, 2013) despite the economic slowdown since 2008. According to Siwek (2014), between 2009 and 2012 the annual growth of the video  \nAffiliation  \nThe Pennsylvania State University. [email: donvosburg1@hotmail.com](email: donvosburg1@hotmail.com)  \ncalico journal vol 34.1 2017 58–74 ©2017, equinox publishing  \ndoi : 10.1558/cj.29524  \nDonald Vosburg 59  \ngame industry in the USA was 9.7% compared to 2.4% for the entire U.S. economy. By the end of 2014, sales for game content, hardware, and accessories for consoles, computers, and smartphones totaled approximately 22 billion U.S. dollars, supported by a growing group of 155 million U.S. gamers (THEESA, 2015). It appears video games are an important cultural part of entertainment for both young people and adults. Interest in using popular video games asa language learning tool is continuously growing, and research has provided insight into various second language (L2) affordances and potential language learning opportunities provided while gaming (Cornillie, Thorne, & Desmet, 2012; Peterson, 2012b) .  \nGetting language learners (LLs) to interact in an L2 in extracurricular or extramural settings is a challenge, and “most language learners rarely receive sufficient opportunities to practice and interact in the L2 both inside and outside the language classroom”(Wattana, 2013, p. 2) . If educators are able to utilize language-learning opportunities found in video games in a way that does not distract from the enjoyment of the game (Godwin-Jones, 2014), then thereis a possibility to increase LLs’ out-of-class L2 interactions, thus supporting L2 growth. Furthermore, the language affordances found in games could motivate LLs to continue with authentic L2 interactions and language maintenance beyond their high school or collegiate years. Overall, gaming may provide the right motivational tool for some LLs to find enjoyable extramural language practice.  \nThis study discusses a project that aimed to engage college-aged students in foreign-language speaking practice via an eight-week long, extramural, massively multiplayer online game (MMOG) group, and investigates the shared comradery between members of two gaming groups playing an unaltered version of World of Warcraft (WoW, Blizzard Entertainment, n.d.) . More specifically, the aim of the study was to analyze how group dynamics affected the participants’ targe","cbCaicX2p48XQYk6","https://ap.wps.com/l/cbCaicX2p48XQYk6","pdf",444943,17,"English","# Introduction\n# Previous Research\n# Method and Participant Activity\n# Findings and Discussion","[{\"question\":\"What learning context does the study investigate?\",\"answer\":\"The study investigates L2 German language learning and use through an eight-week MMOG project in World of Warcraft, treated as an extramural activity.\"},{\"question\":\"How were group dynamics examined in the study?\",\"answer\":\"Two participant groups played WoW with a native German speaker, focusing on how inter-group dynamics affected real-time target language production and willingness to communicate.\"},{\"question\":\"What did participants report about factors affecting participation?\",\"answer\":\"Participants reported that a lack of shared interests and motivation (both learning and gaming) negatively affected their groups’ target language participation.\"}]","The Effects of Group Dynamics on Language Learning and Use in an MMOG | PDF",1792081542,43]