Playing to Learn: The Role of Input and Output in Language Development via Duolingo and World of Warcraft

Abstract

This thesis compares how digital games can support English as second language (ESL) acquisition by comparing an input-heavy serious game, Duolingo, with an output-heavy entertainment game, World of Warcraft. The aim is to explore how different digital game environments provide opportunities for second language acquisition, with particularly focusing on three language skills: reading comprehension, listening comprehension and vocabulary acquisition. The framework for this thesis consists of two widely respected second language acquisition (SLA) theories, the input hypothesis proposed by Stephen Krashen and the output hypothesis by Merrill Swain. The study is qualitative, and the primary material of the thesis was gathered through gameplay sessions where I played both games myself. The analysis shows that Duolingo offers structured input that supported gradual skill development, while World of Warcraft provides learners with opportunities for context-based language productions.