Clemson University TigerPrints All Theses Theses 5-2010 Electrate Language Learning: An Analysis of Foreign Language Acquisition in Virtual Environments Anna Wilkerson Clemson University, [email protected] Follow this and additional works at: https://tigerprints.clemson.edu/all_theses Part of the Education Commons Recommended Citation Wilkerson, Anna, "Electrate Language Learning: An Analysis of Foreign Language Acquisition in Virtual Environments" (2010). All Theses. 776. https://tigerprints.clemson.edu/all_theses/776 This Thesis is brought to you for free and open access by the Theses at TigerPrints. It has been accepted for inclusion in All Theses by an authorized administrator of TigerPrints. For more information, please contact [email protected]. ELECTRATE LANGUAGE LEARNING: AN ANALYSIS OF FOREIGN LANGUAGE ACQUISITION IN VIRTUAL ENVIRONMENTS A Thesis Presented to the Graduate School of Clemson University In Partial Fulfillment of the Requirements for the Degree Master of Arts Professional Communication by Anna Beth Wilkerson May 2010 Accepted by: Dr. Jan Rune Holmevik, Committee Chair Dr. Cynthia Haynes Dr. Summer Taylor ii ABSTRACT This thesis delves into three different virtual platforms that have potential to promote foreign language learning using a constructionist, personal approach: Second Life, a three-dimensional multi-user virtual environment (MUVE); Livemocha, a social networking site; and World of Warcraft, a multiplayer online role-playing game (MMORPG). Each platform is built on varying levels of pedagogical influence. Livemocha, for instance, is built entirely around the principle of tandem language learning whereas Second Life is not designed around such principles but has the capability of incorporating them. Lastly, World of Warcraft does not contain the ability for players to build pedagogy into the platform, but users may learn a foreign language through informal interaction with the game and other players. Through participant observation, I provide an analysis of the three platforms in light of theories from three major fields: gaming, rhetoric, and language learning. In place of current theories of language learning, I offer a new approach grounded in Gregory Ulmer’s (2003) concept of electronic literacy, or electracy. This new theory is known as electrate language learning (ELL) and emphasizes the need for personal, adaptable language instruction that encourages foreign language acquisition while capitalizing on learners’ need for literacy in electronic platforms. Lastly, I delve into implications of this theory for teachers, learners, and researchers and offer suggestions for future areas of research. iii iv ACKNOWLEDGMENTS This thesis would not have come to fruition without the help of numerous teachers and professors throughout my undergraduate and graduate careers. First, I would like to thank Lisa Luedeman, my undergraduate communications advisor, who first taught me about research methods and who, without realizing it, encouraged me to pursue graduate studies. I also want to thank each of my undergraduate Spanish professors who inspired me to learn a new language and to experience a new culture. Your interest in my education has led in large part to this thesis and to a richer life experience. I also want to express sincere gratitude to Dr. Jan Rune Holmevik, without whom this thesis would not have been possible. His willingness to meet with me frequently to brainstorm ideas, as well as his constant challenge to broaden my thinking, has made this thesis better than I could have ever made it alone. Finally, I want to thank my committee members, Dr. Cynthia Haynes and Dr. Summer Taylor, whose encouragement and support have further developed this thesis. Your contributions have been invaluable in making this work what it is today. v vi TABLE OF CONTENTS Page Abstract.............................................................................................................................. iii Acknowledgments .............................................................................................................. v List of Figures ..................................................................................................................... ix List of Tables ...................................................................................................................... xi Chapter 1: Introduction and Literature Review ................................................................ 1 Why We Learn Languages .................................................................................. 7 Relevant Theories and Concepts ......................................................................... 9 Thesis Overview ................................................................................................ 14 Chapter 2: Methodology ................................................................................................. 17 Participatory Observation .................................................................................. 19 Field Notes ........................................................................................................ 20 Interviews .......................................................................................................... 22 Theories for Analysis ........................................................................................ 24 Gaming Theory ................................................................................................. 26 Flow Theory ............................................................................................. 26 Player Archetypes ..................................................................................... 27 Ergodic Literature ..................................................................................... 30 Rhetorical Theory .............................................................................................. 32 Three Proofs .............................................................................................. 32 Discourse Communities ............................................................................ 33 Rhetorical Situation .................................................................................. 34 Language Learning ............................................................................................ 35 Tandem Learning ...................................................................................... 35 Chapter 3: History of the MOO and Second Life ............................................................. 37 History of the MOO .......................................................................................... 37 Educational MOOs ................................................................................... 40 Foreign Language MOOs ......................................................................... 43 vii Page What is Second Life? ......................................................................................... 48 The Basics................................................................................................. 52 Communication ........................................................................................ 56 Examples of Foreign Language Instruction.............................................. 58 Examining Second Life...................................................................................... 64 Chapter 4: Language Learning through Livemocha ......................................................... 71 The Basics ......................................................................................................... 76 Examining Livemocha ....................................................................................... 80 Gaming Theory ................................................................................................. 93 Chapter 5: Language Learning through World of Warcraft ............................................ 97 What is World of Warcraft? .............................................................................. 97 Communication ........................................................................................... 107 Customization .............................................................................................. 116 Chapter 6: A Theory of Foreign Language Learning ...................................................... 125 Types of Learning that Occur.......................................................................... 130 Second Life ............................................................................................. 132 Livemocha ............................................................................................... 134 World of Warcraft ................................................................................... 135 Limitations & Opportunities ........................................................................... 137 Qualitative Analysis ............................................................................... 138 Expanding Languages ............................................................................. 139 Additional Environments ........................................................................ 139 Implications ..................................................................................................... 140 Appendix A ..................................................................................................................... 143