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Previous issue date: 2013-02-01 / Massively Multiplayer Online Role-Playing Games (MMORPGs) are role-playing games that,
through the Internet, can integrate thousands of players interacting at the same time in at least
one virtual world. This way, these games can provide, further than fun, a greater familiarity
with the additional language and opportunity to improve the linguistic proficiency in a real
context. Hence, what is proposed in this study is extended knowledge about the learning of an
additional language mediated by MMORPGs for teachers to know how, if relevant, to present,
use or encourage this practice to their students. Based on this major purpose, we seek to
answer the following research questions: (a) what distinguishes the learning profile of the
gamers and non-gamers; (b) if MMORPGs can, through a hybrid and systematic approach,
assist the development of proficiency of the additional language and (c) what the think-aloud
protocols show about the learning mediated by the MMORPG Allods Online. Following an
experimental method (NUNAN, 1997), 16 students of the curricular component Reading and
Writing Practices in English Language have comprised the control group and 17 students of
the same class formed the experimental group and were submitted to a pre and post-test
adapted from the Key English Test (KET) by the Cambridge University (2008). The tests
were conducted before and after a period of 5 weeks of 3 hours of practice with Allods Online
a week (experimental group), and classes of the curricular component (both groups). A
quantitative analysis of the questionnaires about the exposure to English profiles of the
participants, a quantitative analysis of the tests scores and a qualitative analysis of the thinkaloud
protocols collected during the experiment were conducted based on the theories of (a)
motivation (GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007,
HERCULANO-HOUZEL, 2005); (b) active learning (GASS, 1997, GEE, 2008, MATTAR,
2010); (c) interaction and collaborative learning (KRASHEN, 1991, GASS, 1997,
VYGOTSKY, 1978); (d) situated learning (DAMASIO, 1994; 1999; 2003, BROWN, 2007,
GEE, 2003) and (e), tangential learning (PORTNOW, 2008; MATTAR, 2010). The results
indicate that the participants of the experimental group (gamers) seem to be more engaged in
tangential English learning activities, such as playing games, listening to music in English,
communicating with foreigners and reading in English. We also deduced that the period of
experiment possibly generated positive results on the gamers proficiency scores, mainly in
the parts related to orthographic development, reading and comprehension, writing with focus
on content and orthographic accuracy. Lastly, the think-aloud protocols presented evidences
that the gamers have engaged in active English language learning, they have interacted in
English with other players, and learned linguistic aspects through the experience with the
MMORPG Allods Online / Os Massively Multiplayer Online Role-Playing Games (MMORPGs) s?o jogos de
interpreta??o de personagem que, atrav?s da Internet, podem integrar milhares de jogadores
interagindo ao mesmo tempo em pelo menos um mundo virtual. Desta forma, esses jogos
podem proporcionar, al?m de divers?o, um maior conv?vio com a l?ngua inglesa e a
oportunidade de aprimorar a profici?ncia lingu?stica dentro de um contexto real. Por isso, o
que se prop?e neste estudo ? um maior conhecimento sobre a aprendizagem de l?ngua
adicional mediada por MMORPGs para que os professores saibam como, se relevante,
apresentar, utilizar ou incentivar essa pr?tica junto a seus alunos. Com base neste objetivo
principal, procuramos responder as seguintes perguntas de perquisa: (a) o que distingue o
perfil de exposi??o ? l?ngua inglesa dos gamers e non-gamers; (b) se os MMORPGs podem,
por meio de uma pr?tica h?brida e sistem?tica, auxiliar no desenvolvimento da profici?ncia na
l?ngua adicional e (c) o que os protocolos think-aloud evidenciam acerca da aprendizagem
mediada pelo MMORPG Allods Online. Seguindo o m?todo experimental (NUNAN, 1997),
16 alunos do componente curricular Pr?ticas de Leitura e Produ??o Escrita em L?ngua Inglesa
fizeram parte do grupo controle e 17 alunos da mesma turma compuseram o grupo
experimental e foram submetidos a um pr? e p?s-teste adaptados do Key English Test (KET)
da Universidade de Cambridge (2008). Os testes foram administrados antes e depois de um
per?odo de 5 semanas com 3 horas por semana de experimento com o game Allods Online
(grupo experimental), e de aulas do componente curricular (ambos os grupos). Uma an?lise
quantitativa dos question?rios sobre os perfis de exposi??o ? l?ngua inglesa dos participantes,
uma an?lise quantitativa das notas dos testes e uma an?lise qualitativa de protocolos thinkaloud
coletados durante o experimento foram feitas com base nas teorias de (a) motiva??o
(GARDNER, 1985, WILLIAMS & BURDEN, 1997, BROWN, 2007, HERCULANOHOUZEL,
2005); (b) aprendizagem ativa (GASS, 1997, GEE, 2008, MATTAR, 2010); (c)
intera??o e aprendizagem colaborativa (KRASHEN, 1991, GASS, 1997, VYGOTSKY,
1978); (d) aprendizagem situada (DAMASIO, 1994; 1999; 2003, BROWN, 2007, GEE, 2003)
e (e), aprendizagem tangencial (PORTNOW, 2008 E MATTAR, 2010). Os resultados
indicam que os participantes do grupo experimental (gamers) parecem ser mais engajados em
atividades tangenciais de aprendizagem de l?ngua inglesa, como jogar games, ouvir m?sica
em ingl?s, comunicar-se com estrangeiros e ler em ingl?s. Tamb?m conclu?mos que o per?odo
de experimento pode ter gerado resultados positivos nas notas dos testes dos gamers,
principalmente nas partes relacionadas (a) ao desenvolvimento ortogr?fico, leitura e
interpreta??o; (b) ? escrita com foco no conte?do e (c) ? acur?cia ortogr?fica. Por fim, os
protocolos think-aloud apresentam evid?ncias de que os gamers engajaram-se na
aprendizagem ativa de l?ngua inglesa, interagiram em ingl?s com outros jogadores e
aprenderam aspectos lingu?sticos atrav?s da experi?ncia com o MMORPG Allods Online
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/16264 |
| Date | 01 February 2013 |
| Creators | Soares, Wilka Catarina da Silva |
| Contributors | CPF:35316182091, http://lattes.cnpq.br/7345837860360864, Souza, Ricardo Augusto de, CPF:74389521691, http://lattes.cnpq.br/5038438725381698, Vian J?nior, Orlando, CPF:07367936824, http://lattes.cnpq.br/5463585749303495, Weissheimer, Jana?na |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Estudos da Linguagem, UFRN, BR, Lingu?stica Aplicada; Literatura Comparada |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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