The aim of this essay is to distinguish whether the activity of playing video and online computer games as a leisure activity could be considered to be a learning situation. With the focus on vocabulary, this study investigates the possibility that gamers could improve their language proficiency while playing video and online computer games. The methodology is based on qualitative observations (Patel & Davidson 2011) and on interviews with seven players of five different games. The observations mainly considered the vocabulary used in the games and how the players used the English language while playing. The interviews are constructed with the methodology mentioned by Kylén (2004). The interview questions aimed to answer if the players had been noticing an improvement of their vocabulary. The data are mainly acquired from the observations and interviews. The background sections build on studies relating to computer-based language learning and on the previous research on ELF, primarily from Barbara Seidlhofer (2011). Even though the data acquired from the observations and interviews are limited, it is apparent that video and online computer games have a noticeable impact on language development, regarding vocabulary. The main conclusion of this study is that the games do not influence the players’ language proficiency as considerably as the engaging in the functions in conjunction with the games.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-28402 |
| Date | January 2013 |
| Creators | Vidlund, Anna |
| Publisher | Linnéuniversitetet, Institutionen för språk (SPR) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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