Abstract
As English has emerged as an important medium for global communication in the 21st century, this has created an array of new informal learning opportunities for learners of English as a foreign language outside of traditional face-to-face classroom settings. In recent years there has been a growing awareness of the need to better understand how these learning opportunities influence the language learning process and to incorporate them into the development of more comprehensive accounts of second and foreign language teaching and learning (Benson and Reinders 2011). Perhaps not surprisingly, given the digitally networked nature of 21st-century life, the sorts of out-of-class English learning opportunities created by the growth of computer-mediated communication (CMC), such as through social networking sites, email, fan fiction and participation in multi-player online games, is emerging as a particular focus of research interest (see e.g. Thorne et al. 2009).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Benson, P. and Reinders, H. (eds) (2011). Beyond the Language Classroom. Basingstoke: Palgrave, Macmillan.
Black, R.W. (2009). Online fan fiction, global identities, and imagination. Research in the Teaching of English, 43 (4): 397–425.
Block, D. (2007). Second Language Identities. London: Continuum.
Bryant, T. (2006). Using World of Warcraft and other MMORPGs to foster a targeted, social, and cooperative approach toward language learning. Available at: http://www.academiccommons.org/commons/essay/bryant-MMORPGs-for-SLA, [accessed 9/10/2012].
Dörnyei, Z. (2009). The L2 Motivational Self System. In Dörnyei, Z. and Ushioda, E. (eds) Motivation, Language Identity, and the L2 Self. Bristol: Multilingual Matters, pp. 9–42.
Dörnyei, Z. and Ushioda, E. (eds) (2009). Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters.
Gee, J.P. (2004). Situated Language and Learning: A Critique of Traditional Schooling. London: Routledge.
Gnutzmann, C. (ed) (1999). Teaching and Learning English as a Global Language. Tubingen: Stauffenburg.
Kanno, Y. and Norton, B. (2003). Imagined communities and educational possibilities: Introduction. Journal of Language, Identity, and Education, 2 (4): 241–249.
KOCCA (2012). Korea Game White Paper 2012. Seoul: KOCCA.
Lam, W.S.E. (2000). L2 literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34 (3): 457–482.
Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8 (3): 44–65.
Lave, J., and Wenger, E. (1991). Situated Learning. Legitimate Peripheral Participation. Cambridge: Cambridge: University Press.
Miller, J. (2003). Audible Difference: ESL and Social Identity. Clevedon: Multilingual Matters.
Pavlenko, A. and Blackledge, A. (eds) (2004). Negotiation of Identities in Multilingual Contexts. Clevedon: Multilingual Matters.
Peirce, B.N. (1995). Social identity, investment, and language learning. TESOL Quarterly, 29 (1): 9–31.
Suh, S., Kim, S.W. and Kim, N.J. (2010). Effectiveness of MMORPG-based instruction in elementary English education in Korea. Journal of Computer Assisted Learning, 26 (5): 370–378.
Thorne, S.L. (2003). Artifacts and culture-of-use in intercultural communication. Language Learning and Technology, 7 (2): 38–67.
Thorne, S.L. (2008). Transcultural communication in open Internet environments and massively multiplayer online games. In Magnan, S. (ed) Mediating Discourse Online. Amsterdam: Benjamins, pp. 305–327.
Thorne, S.L., and Black, R.W. (2011). Identity and interaction in Internet-mediated contexts. In Higgens, C. (ed) Identity Formation in Globalizing Contexts. New York: Mouton de Gruyter, pp. 257–278.
Thorne, S., Black, R.W. and Sykes, J. (2009). Second language use, socialization, and learning in Internet interest communities and online gaming. The Modern Language Review, 93: 802–821.
Wenger, E. (1998). Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.
Wi, J.H. and Kim, T.Y. (2010). Academic effectiveness of G-learning: The effect on academic achievement of elementary school students [[G-러닝 (온라인게임 기반 학습) 콘 텐츠의 학습 효과 분석 -초등학생의 학업성취도에 미치는영향]. 한국디지털영상학회. Preview, 7 (1): 67–82.
Wi, J.H., Won, E. and Jung, D. (2009). The effectiveness of English teaching and learning utilizing MMORPG in high school [MMORPG 를 활용한 고등학교 영어 교수학습의 효과] Journal of Modern English Education (Korea), 10 (3): 194–216.
Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. Cambridge: Cambridge University Press.
Editor information
Editors and Affiliations
Copyright information
© 2014 Sang Ah Sarah Jeon
About this chapter
Cite this chapter
Jeon, S.A.S. (2014). The Impact of Playing Commercial Online Games on Young Korean EFL Learners’ L2 Identity. In: Rich, S. (eds) International Perspectives on Teaching English to Young Learners. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137023230_5
Download citation
DOI: https://doi.org/10.1057/9781137023230_5
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-137-02322-3
Online ISBN: 978-1-137-02323-0
eBook Packages: Palgrave Language & Linguistics CollectionEducation (R0)