Browsing by Author "Ziemer, Raechel Ivy Elizabeth"

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    Digital game-based language learning affordances for adult users of English as a Lingua Franca in multinational enterprises : a thesis presented in partial fulfilment of the requirements for the degree of Master in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2023) Ziemer, Raechel Ivy Elizabeth
    Despite the growing demand for English as a lingua franca (ELF) competence of employees of multinational enterprises and the growing perception of L2 proficiency as linguistic capital in the workplace, many employees find themselves unprepared for collaboration and creative communication with other ELF speakers. It is therefore pertinent to bridge this gap by investigating spaces and tools that afford language learning opportunities to adult working professionals in both extramural and formal contexts. Like other forms of media, digital games for commercial and educational purposes are easily accessible and offer various types of direct and indirect language learning affordances. Although digital game-based language learning affordance research has previously highlighted these possibilities, few studies focus on adult second language users outside of formal educational contexts. This thesis explores language learning affordances perceived by adult users of English as a lingua franca during their experiences playing digital games in L2. This project uses qualitative methodology in the form of semi-structured interviews to identify the direct and indirect language learning affordances perceived by six adults working in multinational enterprises, and to determine which types, or elements of digital game playing they perceived as beneficial to second language learning. Interactions in multiplayer gaming contexts were perceived as potential environments to develop interlanguage pragmatic skills, power dynamic roleplay, and seen as environments where collaboration, co-construction, and creative thinking in L2 were encouraged. It was determined that features of affinity spaces such as common endeavours, affiliation between participants, and player agency enable language learning affordances, whereas gaming inexperience and mismatches between target language complexity and a learner’s Zone of Proximal Development were preconditions which hinder L2 engagement. These factors strongly affect gaming in massive multiplayer online roleplay game platforms which were perceived as less attractive spaces for beginner L2 gamers.