Proceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia.

Massively Multiplayer Online Role-Playing Games (MMORPG) as

Virtual Grounds for Second Language Learning: Players’
Perception

Nadia Balqis Adris

Hamidah Yamat
Universiti Kebangsaan Malaysia

ABSTRACT

Previous literature has suggested that game-based learning could improve students’ engagement and
involvement in their learning processes, which in turn would improve their performance. Due to the
expansion of the internet, massively multiplayer online role-playing games (MMORPG) has become a
popular game genre and serves as a valuable tool for second language learning. This study investigated
players’ perceptions towards the usefulness of MMORPG as an interactive environment for second
language learning. A questionnaire was developed and administered to 121 randomly selected
experienced players of the game Ragnarok Online in international servers. Results showed that the
participants have an overall positive perception towards the usefulness of MMORPG as an interactive
environment for second language learning. From the analysis, the participants generally agreed that
playing MMORPG is helpful in developing communicative competence in the target language through
interactions with other players. The anonymity of the game design serves to lower language anxiety
among players and boosts their confidence in using the target language in communication. The
participants also agreed that MMORPG is useful in providing realistic situation for using English in
communication and increasing learning motivation, as well as providing a vast repertoire of vocabulary
through the gameplay. In addition, the participants have an overall positive perception towards the idea
of integrating MMORPG to supplement the teaching and learning of English. The issues and suggestions
of how playing MMORPG can potentially inform or transform second language pedagogy were
discussed.

Keywords: Communicative Competence; Game-based Learning; Massively Multiplayer Online Role-

Playing Games; MMORPG; Interaction

INTRODUCTION
The beginning of the digital era has caused an increasing interest in the use of technology for second
language learning (Chapelle, 2007). There is a growing discussion on the opportunities for second
language learning provided by digital games in the computer-assisted language learning (CALL)
literature. CALL researchers have found that digital gaming offers benefits for language learners;
whereby learners were found to have increased motivation and learning engagement that contributed
to meaningful learning (Liu et al., 2010), wide vocabulary use and gain (Bytheway, 2011; Rankin et
al.,2009), and improved communicative competence in the target language (Thorne et al., 2009).

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Consecutively, advances in gaming technologies and the dramatic expansion of the Internet
have boosted the development of online games. Massively multiplayer online role-playing games
(MMORPG) such as Second Life and World of Warcraft have gained particular attention among second
language acquisition researchers (Bytheway, 2011; Rankin, et al., 2009; Thorne et al., 2009).
Researchers claimed that the virtual environments provided by MMORPG offer valuable opportunities
for language development, especially for communicative competence. What makes these environments
valuable for second language learning is its relevance to the real life situation, such as the act of
negotiation in buying and selling (Peterson, 2010).
Compared to many years ago, there have been changes in the learning nature of the school
students (Attwell, 2007). The 21st century students are made up of the Generation Y and the Generation
Z who grew up with technological devices and the internet. According to Weiler (2005), the Generation
Y prefers to learn and seek information using the information technology (IT) and the internet; whereby
only a small percentage of the general population prefers learning by reading. Moreover, Miller et al.
(2011) in a study involving 700 secondary school students found that on average, the students spend 5
to 10 hours playing computer games per week. Since multimedia, technology, and the internet appeal
to school students’ way of thinking and learning, it is possible that computer games could be the new
language learning tools in the near future.
This sets the notion of the preliminary study presented and discussed in this paper. This study
identified the perception of Malaysian MMORPG players in international servers on the usefulness of
MMORPG as an interactive environment for English as a second language learning.

DIGITAL GAME-BASED LEARNING IN EDUCATION

Game-based learning (GBL) is a type of teaching approach, where students explore the learning
contents through playing games that have defined learning outcomes (Prensky, 2005). In any GBL,
students would work towards a goal, make decisions to solve problems, and experience the
consequences of those decisions along the way. According to Prensky (2005), in a digital GBL, students
would be able to actively make mistakes in a “risk-free” setting, to experiment, explore, and practice
the learning contents.
For example, flight simulators such as X-Plane 10 helps pilots learn to manoeuvre an aircraft
in a variety of simulated conditions, such as rainy and cloudy. Similarly, medical simulators help
teaching doctors how to cope with various conditions of patients (McGaghie et al., 2010). Game-based
teaching tools keep students highly engaged and motivated because they can grasp the connection
between the learning experiences and real-life situations due to the simulated environment being
familiar and relevant to real life situations (Olsen, 2011).
In the context of second language teaching and learning, many digital games have been
incorporated into the language classroom to support the teaching and learning processes such as
Phonics Game and Vocabulary Game designed by www.spellingcity.com. According to CALL
researchers, these games provide effective, interactive experiences that motivate and actively engage
students in the learning process; which in turn, contribute to meaningful learning (Prensky, 2005).
The interaction between students and the games would increase their “language competence”,
which is the knowledge of the language structure and mechanics such as the grammar, pronunciation
and vocabulary. However, aspects of the language function and usage of the language in social context,
which is “language performance”, are rarely taught in those game genres, because they are single player
games. However, in massively multiplayer online games, interactions happen at two distinct levels;
between players and the game, and between players and other players (Griffiths et al., 2011).

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The social interaction in the target language between players and other players would contribute to
the attainment of language performance.

MASSIVELY MULTIPLAYER ONLINE ROLE-PLAYING GAMES (MMORPG)

COMMON FEATURES, GAMEPLAY AND ACTIVITIES AND ITS OPPORTUNITIES
AND RELEVANCE FOR SECOND LANGUAGE LEARNING: THE CASE OF
RAGNAROK ONLINE

Massively Multiplayer Online Role-Playing Games (MMORPG) is a game genre where players would
assume the role of a character to interact and collaborate with one another simultaneously to complete
goals within an online virtual three-dimensional (3D) gaming environment (Woods, 2014). MMORPG
offers multiplayer interaction in immersive universes designed with detailed visual and auditory
(Griffiths et al., 2011). MMORPG gameplay is usually designed to foster collaborations among players,
where solo playing would result in slow progression of the individual character (Suznjevic, 2013).
MMORPG has a dedicated chatting system to facilitate the communications between players. Every
MMORPG provides gameplay and quests based on a particular storyline.
For example, the game Ragnarok Online is based on Norse mythology storyline, in the setting
of a great war between the Gods, humans and demons. Areas from Norse mythology such as Valhalla
and Niflheim are included as maps in the game with different available quests and activities. Players
are assembled as “humans” and summoned as warriors to battle against the forces of chaos. First,
players would start as “novice” and once they reach a certain level, they would have to pick a certain
“job class” such as swordsman or magician that would have different functions; for example, wizards
are good with magical attacks, priests are healers and provide supports, while blacksmiths are good
with creating good weapons. Since then, they would progress according to their particular classes to
advance in levels and collect equipment that would help with their progression. The different roles of
the different job classes make the collaboration between different players result in mutual benefits.
According to Suznjevic et al. (2011), there are four main types of activities done in MMORPG,
which are raiding (player versus monster), questing, trading, and duelling (player versus player).
Raiding (player versus monster)
Raiding is the most common activity of all players in order to progress their character. In the case of
Ragnarok Online, defeating monsters would reward the players with “experience points”. The points
would then be accumulated to advance in individual level. Although players can choose to do this
individually, doing it collaboratively in groups would result in greater rewards and faster advancement.
The opportunity for interaction opens when players propose to get together and discuss the strategy to
defeat particular monsters. Through the interaction, language learners would be exposed to the language
forms and functions in communication.
Questing
Questing involves doing extra assignments in exchange for rewards. In the case of Ragnarok Online,
most quests are done to obtain in-game money, special equipment, rare items, specific skills, or to have
access to restricted maps that offers many more benefits. Simple quests are usually done alone, while
quests that are more complicated require players to assemble in groups that consist of differently skilled
players in order to be done. The opportunity for language learning includes the exposure to authentic
language model via interaction with the game and interaction between players when they propose to
get together and discuss the strategy to complete the particular quest.

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Figure 1. Screenshot of a player discussing strategies and giving orders

Trading
Trading occurs between players and in-game shops or between a player and another player. A particular
item could be traded with in-game money or be traded with another item. Some MMORPG offer a
dedicated chatting channel for trading, where players would make announcement for buying and
selling. The opportunity for language learning in interaction opens when players negotiate the price of
the item they are buying or selling.

Figure 2. Screenshot of two players offering and negotiating a deal

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Duelling (player versus player)

Duelling involves a battle between two players to test their ability and skills. In the case of Ragnarok
Online, in order to duel, an invitation is required from one player to another player. In a larger context,
a group of players could form a guild, which is a social organization within the game. Guilds are formed
with the purpose to socialize and mutually benefit from the interaction; where players usually treat
members of the same guild with importance and sense of belonging other than other players outside of
their guild (Williams, 2014). The guild could then have a battle with other guilds, in order to defend
their honour, and get rewards. The opportunity for interaction opens when players or guilds socialize
and invite each other to a duel or war between guilds.
Besides doing these four activities suggested by Suznjevic et al (2011), most players would
also stay in the game to socialize with other players. According to Caplan et al., (2009), MMORPG
setting is “the only setting where millions of players voluntarily immerse themselves in a virtual
environment to interact with each other through a character on a daily basis”. Psychologically,
researchers has suggested that players have deep emotional involvement with their character and the
gameplay (Tychsen, 2006; Blinka, 2008) because they use MMORPG as entertainment games as well
as environments to explore new relationships, new knowledge, and their own personality (Yee, 2006).
Moreover, Yee (2006) found that players derived crucial relationships and meaningful emotional
experiences, as well as real-life leadership and entrepreneurial skills from these virtual realities, which
makes the experiences almost real and lifelike. Hence, the realistic situation provided by the game
design is possible to be exploited for the learning of English as a second language in communication.

PROBLEMS AND OBJECTIVES

The classroom teaching and learning of English in Malaysia has been limited in the opportunities and
environments for practicing English in practical communication, which caused many students to obtain
good results but could not function in communication (Musa et al., 2012). Mahavera (26 June 2014)
claimed that many employers are increasingly feeling dismayed by Generation Y job seekers obtaining
grade A in Sijil Pelajaran Malaysia (SPM) English but have poor command of the English language.
Musa et al. (2012) stated that some of the reasons why this phenomenon is happening are
because learners do not see the immediate need to use the language and lack of support to use English
in the home environment and the community, in addition to having high anxiety to use the language in
communication. In higher education, many universities provide a more comprehensive learning of
English as a second language by using dedicated courseware and software through CALL (Yusof,
2012). However, the learning environment provided by the CALL courseware is fairly controlled and
inflexible, where it cannot be distinguished with the traditional classroom teaching and learning
(Kongmee et al., 2011).
In MMORPG, the use of English language in communication is compulsory whereby most
servers provided are international servers with international players, which the language of
communication is English. In some servers, the usage of other languages besides English is not allowed
in main chat. Furthermore, the design and gameplay of MMORPG could provide realistic situation to
practice the usage of English language in communication and cause learners to realize the immediate
need to learn to use the English language in communication.
Due to school and college students being of Generation Y and Z, the introduction of MMORPG
as a tool for language learning might be appealing to their way of learning and thinking. Hence, this
preliminary study was conducted to investigate the usefulness of MMORPG as an interactive
environment for second language learning from the perception of experienced players of MMORPG.
Specifically, the purpose of this study was to answer the following questions:

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1. What is the perception of the players towards the usefulness of MMORPG as an interactive
environment for second language learning?
2. What is the perception of the players towards the idea of integrating MMORPG to supplement
the teaching and learning of English?

METHODOLOGY
RESEARCH DESIGN

Quantitative descriptive design was employed in this study using cross-sectional survey method to
investigate MMORPG players’ perception towards the usefulness of MMORPG as an interactive
environment for second language learning. Cross-sectional surveys study a population’ cross-section
or phenomenon at a single point in particular time in order to obtain a composite profile of the
population (Creswell, 2013). Survey design using questionnaire as the instrument was selected for this
study due to its ability to describe the issues faced, and thus the results can be generalized to the
population with accuracy and effectiveness as the size of the sample used in the survey was large.

POPULATION AND SAMPLE

The population of the study is all experienced Malaysian players of the international MMORPG
Ragnarok Online. However, the total number of the population is not accessible due to the identity and
nationality of all players being unknown. The only way of knowing their nationality is by asking the
players themselves. Of the total study population, 121 Malaysian players of Ragnarok Online in the
international private server Talon Ragnarok Online (can be assessed and downloaded from
https://www.talonro.com) were purposely selected as samples. Players of the game Ragnarok Online
were selected as samples because Ragnarok Online is one of the most popular MMORPG in Malaysia
since the year 2002, with thousands of active players in multiple national and international servers.

RESEARCH INSTRUMENT

From an analysis of previous researches, a questionnaire was developed specifically for this study. The
reason for choosing questionnaire as the method for data collection was that it could be easily
administered and allows broad information to be gathered in a limited time (May, 2011). An education
expert has examined the questionnaire to ensure its face validity.
The questionnaire was divided into three sections. Section 1 sought to collect data of students’
age, gender, English language proficiency, level of education, experience in playing Ragnarok Online,
and frequency of in-game interaction with international players. It comprised of 5 multiple-choice
questions.
Section 2 of the questionnaire comprised of 16 Likert-scale items that were designed to
interpret players’ perceptions towards the usefulness of MMORPG in assisting second language
learning. Initially, the questionnaire items were developed based on information gathered from
literature review of how playing MMORPG could be helpful in assisting second language learning
process. There were 4 constructs which were learning motivation and realistic purpose, language
function and communicative competence, vocabulary gains, and anonymity and language anxiety.
Players have responded to each items on a five-point Likert scale using the coding of 5 points for

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strongly agree, 4 points for agree, 3 points for uncertain, 2 points for disagree and 1 point for strongly
disagree. Items 3,7,11 and 15 were negative items, which were designed as a strategy to minimise
untruthful responds.
Section 3 of the questionnaire sought the opinion of the players towards the idea of
incorporating MMORPG to supplement the teaching and learning of English. Players have responded
to the question on a fivepoint Likert scale using the coding of 5 points for strongly agree, 4 points for
agree, 3 points for uncertain, 2 points for disagree and 1 point for strongly disagree. The respondents
were also asked to respond to an openended question on the reasons for their opinion.
The questionnaires were then piloted to 34 Malaysian players of the game Ragnarok Online.
Internal reliability test was conducted and obtained a Cronbach’s Alpha value of 0.81, which were
considered high for studies in the social sciences (Creswell, 2013).

RESEARCH PROCEDURE

Several Malaysian players in the servers Talon Ragnarok Online and Blackout Ragnarok Online were
contacted in-game. The players were asked to respond to the questionnaire, which were built online in
Google Forms. Some of them agreed to it while some of them refused. Those players who agreed were
given the links to the online questionnaire. Responds were submitted right through the Google Forms.
Out of 159 players contacted for responds, 121 responds were submitted.

DATA ANALYSIS METHOD

Both descriptive and inferential statistics were used to analyse the data. Descriptive statistics such as
mean, frequency, percentage and standard deviation were used to describe the players’ perception
towards the usefulness of MMORPG as an interactive environment for second language learning, and
their perception towards the idea of incorporating MMORPG in the language classroom. The responds
for items 3,7,11 and 15 were reversed to get the mean for overall respond, as they were negative items.
The analyses were completed using Statistical Package for Social Sciences (SPSS) version 20.

RESULTS AND DISCUSSION

RESPONDENTS’ PROFILE

The respondents were asked to respond regarding their age, gender, English proficiency, education
level, and their experiences in playing Massively Multiplayer Online Role-Playing Games
(MMORPG). The analyses of their demographic data were as in Table 1.
Profile Group Frequency Percentage (%)
Age 16-20 2 1.7
21-25 100 82.6
26-30 19 15.7
31 and above 0 0.0
Gender Male 82 67.8
Female 39 32.2

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English Highly Proficient 19 15.7

Proficiency Proficient 33 27.3
Satisfactory 50 41.3
Modest 11 9.1
Limited 8 6.6
Very limited 0 0.0

Gaming 1-3 years 12 9.9

Experience 4-6 years 14 11.6
7-9 years 50 41.3
10-12 years 31 25.6
13-15 years 14 11.6
Education Level Primary 0 0.0
Secondary 33 27.3
Tertiary 79 65.3
Post-tertiary 9 7.4
Table 1: Respondents’ Profile

Majority of the respondents were between 21 to 25 years old, which were 100 respondents
(82.6%). 19 of the respondents aged 26 to 30 years old, and the remaining 2 were between 16 and 20
years old. None of the players were 31 years old and above. This shows that more than half of the
respondents are youths.
There were 82 (67.8%) male respondents and 39 (32.2%) female respondents involved. This
shows that both genders were included in the study.
For English proficiency, 50 (41.3%) respondents has satisfactory proficiency in the English
language, which were the majority. 33 (27.3%) of them were proficient in the English language,
followed by 19 (15.7%) of them which were highly proficient. 11 (9.1%) of the respondents has modest
proficiency in the English language and 8 (6.6%) of them has limited proficiency in the English
language. None of the respondents has very limited proficiency in the English language.
The gaming experience was determined by the number of years they have been playing
MMORPG including the game Ragnarok Online. 50 (41.3%) respondents have been playing
MMORPG for 7 to 9 years of their lives. 31( 25.6%) of the respondents has gaming experience of 10
to 12 years, followed by 14 (11.6%) respondents who had played for 4 to 6 years and 13 to 15 years.
Lastly, only 12 (9.9%) of the respondents has experienced playing MMORPG for 1 to 3 years. This
shows that quite a number of them has a lot of experience in MMORPG gaming.
Out of 121 respondents, 79 (65.3%) of them reached tertiary education level, followed by
secondary education level, which were 33 (27.3%). 9 (7.4%) of the respondents reached post-tertiary
education level, while none of them stopped at primary education level.

PLAYERS’ PERCEPTION TOWARDS THE USEFULNESS OF MMORPG AS AN

INTERACTIVE ENVIRONMENT FOR SECOND LANGUAGE LEARNING

The players’ responses in the questionnaire Likert-scale items were analysed. The means and standard
deviation of the players’ perception towards the usefulness of MMORPG as an interactive environment
for second language learning were summarized in Table 2.

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No Constructs Items Mean S.D.

1 Learning Playing Ragnarok Online makes using the English 4.50 .68
Motivation and language fun, interesting, and important to the
Realistic Purposeattainment of the game’s objectives.
2 Playing Ragnarok Online provides realistic situation to 4.48 .73
practice the usage of the English language, such as
buying, selling and auctioning.
3 Playing Ragnarok Online makes the English language 4.22 .97
usage feels irrelevant, inconvenient and complicated in
the gameplay.
4 Playing Ragnarok Online makes me strive to understand 4.22 .67
and learn new structures and contents of the English
language to be better engaged in the gameplay.
5 Language Interacting with other players in Ragnarok Online makes 4.08 .79
Function and me aware of the appropriate speech style and tone of the
Communicative English language according to situation. (e.g. being rude
Competence and being polite)
6 Interacting with other players in Ragnarok Online makes 4.10 .91
me aware of the appropriate norms and manner of the
English language according to situation. (e.g. what can
or cannot be joked about)
7 Interacting with other players in Ragnarok Online makes 4.14 .86
the use of the English language more confusing in
communication.
8 Interacting with other players in Ragnarok Online allows 4.34 .70
me to practice certain communicative strategies such as
seeking help, negotiating, praising, debating, etc.
9 Vocabulary Gain Playing Ragnarok Online exposes me to a wide 4.34 .76
vocabulary of the English language and its usage in
sentences through the gameplay activities and interaction
with other players.
10 Playing Ragnarok Online helps me to understand new 4.44 .67
and foreign words in the English language through the
context in which the words are put into.
11 Playing Ragnarok Online makes me ignore any new 3.94 1.14
words that I don’t understand, as it seems unimportant to
the gameplay.
12 Playing Ragnarok Online provides the means and 4.46 .76
opportunity to practice the correct usage of the newly
learnt words in sentences and contexts. (e.g. "Can you
WARP me to Niflheim please?")
13 Anonymity and Playing Ragnarok Online makes me confident to use the 4.34 .71
Language Anxiety English language in conversation even if I make many
grammatical mistakes because my real-life identity is
hidden.
14 Playing Ragnarok Online allows me to ask the person I 4.26 .83
am communicating with if I do not understand any
particular thing that we are discussing without any
shame.

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15 Playing Ragnarok Online makes me afraid to make 4.08 .95

grammar mistakes in the English language during
conversation and being judged for the mistakes.
16 Playing Ragnarok Online allows me to use the English 4.19 .87
language in conversation without much thinking of its
grammaticality, because there is no risk of a shameful
experience in making mistakes.
Average 4.25 0.81
Table 2: Players’ Perception towards the Usefulness of MMORPG as an Interactive Environment for
Second Language Learning

Table 2 shows the mean and standard deviation of participants’ responses for each items in the
questionnaire. It was found that the participants have an overall positive perception towards the
usefulness of MMORPG as an interactive environment for second language learning (Mean=4.25,
S.D.=0.81).
From the results, the participants agree that MMORPG provides learning motivation and
realistic purpose for the usage of the English language, with means ranging from 4.22 to 4.50 for each
items in the first construct. The gameplay triggers curiosity within players (Hsu, 2009), and the drive
to explore the game causes players to try to learn and understand the English language to successfully
interact with the gameplay. The interaction among players also indirectly causes the players to learn to
produce proper intelligible language for successful communication and collaboration in a “collective
exploration of goals” in a social milieu (Kongmee, 2011). Due to these situations, the immediate
purpose of learning English is realized; as the players use the target language to explore the gameplay,
and to communicate with other players.
According to Hsu (2009), the social bonding between players in MMORPG is one of the most
important factors motivating players to play MMORPG-type games. Results show that participants
agree that MMORPG helps them learn various language functions and communicative competence in
social context, with means ranging from 4.08 to 4.34. Positive and favourable communication is crucial
in establishing relationship and fostering collaborations. Hence, through the act of being acquainted
with one another, players would be aware of the implied norms, manner, and style of the language in
communication, such as making appropriate jokes and sharing stories. Getting other players to
collaborate for a certain quest would also cause players to practice communication strategies such as
seeking help and negotiating.
Moreover, players also agree that MMORPG causes them to gain a wide repertoire of the English
vocabulary, with means ranging from 3.94 to 4.46. They agreed that through the gameplay activities and
interaction with other players, they have gained much exposure to a lot of new vocabularies and its usage
in sentences according to contexts, as well as practicing the correct usage of the vocabulary in
communication. The gameplay triggers curiosity within players (Hsu, 2009), and the drive to explore the
game causes players to try to learn and understand the words in the English language to successfully
interact with the gameplay and other players.
The anonymity of the game design in MMORPG serves to lower the language anxiety within
players and boosts their confidence in using the target language, as agreed by the participants, with
means ranging from 4.08 to 4.34. Players agreed that they felt confident in using English in
communication despite having imperfect knowledge of the correct structure of the language due to their
real identities being hidden. The anonymity of MMORPG provides a “risk-free” environment for
players to experiment with the target language without feeling intimidated or judged because it focuses
largely on the primacy of meaning (Kongmee, 2011).

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PLAYERS’ PERCEPTION TOWARDS THE IDEA OF INTEGRATING MMORPG TO

SUPPLEMENT THE TEACHING AND LEARNING OF ENGLISH

The participants have responded to a question of their perception towards the idea of integrating
MMORPG to supplement the teaching and learning of English. The analysis of the responds was as in
Table 3.
Item Mean S.D.
How would you like the idea of Ragnarok Online or any other MMORPG 3.69 1.31
(e.g. World of Warcraft) to be integrated in school/college/university to
supplement the teaching and learning of English?
Table 3. Players’ Perception towards the Idea of Integrating MMORPG in the Language Classroom

From the analysis, it can be seen that on average, the responds were rather balanced, with more
participants agreed than disagreed towards the idea (Mean=3.69, S.D.=1.31). Hence, it can be said that
the participants were quite positive towards the idea of integrating MMORPG to supplement the
teaching and learning of English.
The participants were then asked to state the reasons for their negative or positive opinion in an
open-ended question. The responds were analysed and classified into positive and negative perception.

Positive Perception
Purpose and practical usage of English. Some of the respondents stated that they agreed with
the idea of MMORPG to be integrated to supplement the teaching and learning of English because the
game provided them with the opportunity and purpose to communicate in English:
“Because it would make the learning become informal and more realistic.”
“The reason is people need to start to realize, it isn't just a video game, I gain my first
level of proficiency through gaming, basic games and role-play genre, where it
requires basic knowledge of navigation, interaction, and even making decision.”
“Because from my experience, the game and its community do not allow the usage of
other languages besides English. Hence, in terms of learning English, this would be
very motivating for students to use English. Besides that, in those games there are those
what we would call "grammar Nazi" who would correct and advice other players on
the correct form of grammar.
This in turn can also be a learning process.”
Fun and motivating. While using English in communication is a necessity in almost every
international MMORPG, the process of learning English by playing MMORPG was fun and
motivating, according to some participants:
“New way of learning. much more interesting, more efficient. How long will classroom stays
boring and unwelcoming?”
“Because we can learn and at the same time we enjoy playing a game.”
Transferability of communication skills. Some participants also suggested that the language skills
they learnt in MMORPG were transferable to real life practical usage:
“The language skills learnt in RO can be used in real life, such as communication,
negotiation and relationship skills.”
“Yea, I learned more with every conversation in game and improve my speaking in real life.”
Fun, practicality and transferability of skills were the suggested benefits that classroom
integration of MMORPG would bring, according to the participants. However, despite the benefits

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offered by MMORPG for language learning, there were some issues about how MMORPG would not
be suitable for classroom integration.

Negative Perception
Time constraint. Some participants suggested that the time allocated for classroom teaching and
learning is too limited to integrate MMORPG in the language classroom:
“MMORPG is a game that requires a lot of time to play, and class time limitation would not
make it enjoyable or bring any improvement to our English.”
“It is not enough time to play in class. Thank you.”
Due to the issue of classroom time constraint, it is suggested that the learning of English using
MMORPG being held outside of classroom time in accordance with the learners’ autonomy, with
regular catching up and discussion about the learning outcome during class time.
Technology requirement. As any online applications, MMORPG requires sufficient computer
specifications and adequate Internet connectivity in order to function well. According to some
participants, many Malaysian schools are not ready for this integration because of the lack of proper
equipment:
“Many schools in Malaysia have inadequate computers with no good Internet connection. It is
inconvenient to play games, as it requires good connection.”
According to some study, Malaysian schools faced problems of high administrative costs, negative
acceptance or support from some untrained staff (Md Yunus, 2007), abuse of the ICT facilities (Masrom
et al., 2012), and rigid procedural requirements in the case of utilizing technology in education. Due to
these problems, it would be inconvenient for MMORPG to be integrated in the language classroom,
unless MMORPG are used outside of classroom time, with regular catching up and discussion during
class time.
Addictiveness. According to Hsu (2009), the overuse of MMORPG is becoming significant
among college students worldwide, similar to Internet addiction. This phenomenon has caused a
negative perception among the participants towards the idea of integrating MMORPG in the language
classroom:
“Playing MMORPGs can lead to addiction, but this varies in each individual.”
“It will disturb the performance in other subjects as students only want to play game.”
Although the idea of integrating MMORPG in language classroom is to supplement the teaching and
learning of English by providing the arena to practice English communication, the issue of
addictiveness is beyond control. It would take self-discipline for mature students and parental control
for younger students in order to prevent the positive opportunities for learning becomes negative due
to overuse. For example, studying hard is good, but if a student studies too hard and never go out of the
house and learn other life skills, then his/her development would not be balanced.

IMPLICATIONS
From the results, it can be seen that the negative perception towards the integration of MMORPG to
supplement the teaching and learning of English were mainly due to issues related to limitations
regarding ICT equipment and readiness in schools. The design and characteristics of MMORPG itself
from the point of view of the participants were very appealing in the context of opportunities for second
language learning. However, the present time MMORPG such as Ragnarok Online, World of Warcraft,
Guild Wars, and Second Life were meant for entertainment and focuses on entertaining its users. There

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 Proceedings of the International Seminar on Language Teaching ISeLT 2015, 4-5 February, Bangi, Malaysia.

were no defined learning outcomes for language learning, whereby the acquisition of a second language
was only a side product of the gaming experience. Therefore, present time MMORPG could only be
effective as a supplement to the teaching and learning of English, but could not be sufficient as a
dedicated tool for language teaching and learning.
Hence, since the design, characteristics and virtual environment provided by MMORPG were
perceived to be conducive for second language learning, it is suggested for game developers to produce
MMORPG with defined learning outcomes specially for English as a second language teaching and
learning. Instead of quests that are solely based on killing monsters and finding items, quests in the new
suggested MMORPG could be about finding meanings of Shakespeare’s Sonnet 18 to get some rare
items, solving grammar problems in order to get access to certain maps or listening tests in order to get
special skills. With engaging gameplay and the need for collaboration among players, Generation X
and Y students would be motivated to learn English while exploring the game, as it appeals to their
sense of curiosity and exploration (Hsu, 2009).
Additionally, in order to make the learning progress more interesting, teachers should support the
students’ learning progress by collaborating and interacting with the students in game (Kongmee, 2011).
According to studies, the participation of the teacher in students’ activities may increase students’
motivation to learn (Mazer, 2007). Teachers can also be the student’s guidance and the source of
information to solve complicated quests and tasks.

CONCLUSION
The findings of this study showed that Malaysian MMORPG players have positive perceptions towards
the usefulness of MMORPG as an interactive environment for second language learning. The
participants generally agreed that playing MMORPG is helpful in developing communicative
competence in the target language through interactions with other players. The anonymity of the game
design serves to lower language anxiety among players and boosts their confidence in using the target
language in communication. The participants also agreed that MMORPG is useful in providing realistic
situation for using English and increasing learning motivation, as well as providing vast repertoire of
vocabulary through the gameplay.
Additionally, the participants showed positive perception towards the idea of integrating
MMORPG in the teaching and learning of English. Although the present MMORPGs are not fully
adequate for full application as a language teaching and learning tool, the design and characteristics of
the game showed some positive potential in supporting language education. It is suggested for game
developers to develop MMORPG with defined learning outcomes specially for the teaching and
learning of English, as it appeals to the Generation Y and Z’s way of learning.

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E-mail: nadia_balqis@yahoo.com

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