NEW Identity in MMORPGs

Identity has been always a key concept in language learning research. Many studies show that there is an inextricable connection between identity and second language acquisition (e.g., Amin, 1997; Norton, 2000). Norton（2000, p. 354）indicates that identity is "a site of struggle" for ESL learners. Through her two-year study involving five adult immigrant women in Canada, Norton found that learners are not always free to interact with native English speakers, because they can feel marginalization and “power imbalances” (p. 113). On the first day of their arrival in the United Stated, they were labeled as “ESL” and “minority groups”.

How to help ESL learners to build the satisfaction of their own identities? This is always a key concern for all ESL educators. After reading Waters’s (2007) article, I found that MMORPGs (massively multi-players online role-playing games) can provide absolutely wonderful environments to help deal with this hard issue.

Waters (2007) covers a number of studies on using MMORPGs in educational contexts, especially on their use in second language acquisition. Except talking about the motivating nature of e-games, like many other researches, Waters also indicates the aspect of New Identity built in MMORPGs. He says that one of the best things about MMORPGs for ESL learners is that MMORPGs provide them with the virtual worlds, in which the player could build a new identity to communicate with other players.

Dr. Gee, a professor of Curriculum and Instruction at UW-Madison says, “What’s particularly compelling about games is that they get you to be in a different, new world and be a different, new person, and that’s why little kids like them” (Johnson, 2003)

What are the benefits of building a new identity in the e-games? In the game, you are your avatar, nobody knows who you are and where you are. MMORPGs present a virtual environment with equal relations of participation, power and identity status. There are no "mainstream groups" or "minority groups". Skin coloring, ethnicity or culture are not important at all in the gaming worlds. I guess those ESL learners, who feel marginalized in the real world, at least can find one good place to feel comfortable and satisfied. If a person likes the environment around him/her, I think he/she will be more likely to have a positive attitude toward the language used in that environment. Language attitudes are found as a major factor in the second language acquisition and in the retention of second language skills (Gardner & Lambert, 1972).

On the other hand, the e-gaming environment provides players with a safe place to make mistakes. John Nordlinger, program manager for the Microsoft Research group, says "You aren't your avatar, you can use that avatar to make mistakes in a game without losing face. And that's a very good thing" (Waters, 2007). In other words, ESL learners will be more comfortable using English to communicate with others in virtual worlds than in real world (Murray, 2005).

All in all, MMOPRGs create a completely new virtual world, to help ESL kids temporarily forget their marginalized identity and power status. In this world, they have opportunities to acquire the second language with low-anxiety level and with huge motivation. What a marvelous world! But when they come back to the reality, they may still have to face the marginalization, or even worse, discrimination. How sad!

References:
Amin, N. (1997). Race and the identity of the nonnative ESL teacher. TESOL Quarterly, 31 (3).

Gardner, R.C., & Lambert, W.E. (1972). Attitudes and Motivation in Second-Language Learning. Rowley, Mass.: Newbury House.

Johnson, A. (2003). The learning game - researchers study video gaming principles that apply to education. WIN News. Retrieved on March, 2008, from http://wistechnology.com/articles/243/?id=243.

Murray, D. E. (2005). Technologies for second language literacy. Annual Review of Applied Linguistics, 25,188-201.

Norton, B. (2000). Identity and language learning: Gender, ethnicity, and educational change. Essex, England: Longman.

Waters, J. K. (2007, October). On a quest for English. THE Journal, 34(10). 27-32. Available from http://thejournal.com/the/printarticle/?id=21380.