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Introduction
Computer or video gaming represents a new type of learning that contemporary people enjoy, and learning through gaming has attracted many researchers' attention (Gee, 2007; Squire, 2005; Steinkuehler, 2007; Thorne & Black, 2007). The relationship between gaming and learning is found not only in the interaction between players and games, but also in the interaction amongst players who enrich their gameplay through online discussions and collaboration. Games gain a new life beyond designers' intended "in-game" activities into "beyond-game" culture (Gee, 2008; Steinkuehler, 2006). Though participants engage in beyond-game culture primarily to enhance their skills as players, interactions with peers can result in language learning. The beyond-game culture involves traditional literacy practices, such as discussion and debate of skills or strategies, and new literacy practices such as the creation and distribution of fan-fictions, game scenarios, or screenshots (Ryu, 2011).
Many researchers have focused solely on learning that takes place during game play (e.g., Squire, 2005; Steinkuehler, 2006; Steinkuehler & William, 2006) although a few have been interested in beyond-game culture (e.g., Gee & Hayes, 2010; Williams, Ducheneaut, Xiong, Yee, & Nickell, 2006). Moreover, little attention has been paid to language learning through gaming culture, particularly beyond-game culture. From an activity theory perspective, language learning requires repeated and collaborative interactions in the situated contexts (Lantolf & Thorne, 2006). The acquisition of a few words or cross-cultural interaction while playing games is less likely to lead to enduring language learning (e.g., Steinkuehler, 2007; Thorne, 2008). Thus, to investigate language learning through gaming a new perspective is necessary in order to examine game play and beyond-game culture together.
Employing non-native English speaking (NNE) game players, this study explores their participation in the activity of English learning through gaming culture from an ecological perspective, which encompasses game play and beyond-game culture. The point of view shows that English learning can take place not only while playing games, but also - often, more actively - while participating in the online community after game play ends. Both kinds of engagement in gaming culture are important for the understating of language learning through gaming. On the basis of an activity theory and a multiple-case study design, which help structured and compelling interpretation, a new insight...