Roleplaying at Home and Abroad : Multiliteracy for Playful Adults

Schneider (2023) suggests that tabletop roleplaying games (TRPGs) offer a platform for learners to practice diverse social and communicative strategies without real-world consequences. This paper aims to explore the integration of TRPGs, connected to multiliteracy pedagogy, into lifelong language learning and its potential benefits. Utilizing a phenomenological framework involving dialogues, interviews, and reflections, the study engages participants—lifelong English learners and native speakers from various backgrounds, all with over 20 years of TRPG experience. The project encompasses two aspects: first, it delves into the experiences of L2 English learners and non-native English educators who employ TRPGs to enhance their speaking skills. Second, it investigates the role of game leaders in guiding L2 players through problem-solving scenarios and culturally relevant knowledge, thus promoting skills beyond language acquisition. An additional micro experiment involving educators as novice players yields thematic parallels to seasoned gamers' experiences. By applying phenomenology, this research addresses two key questions: 1. How does TRPG participation enhance motivation, autonomy, and fluency for lifelong language learners? 2. How does TRPG involvement contribute to the development of critical thinking and problem-solving skills among language learners (LL) and second language (L2) learners? The outcomes will inform discussions and offer recommendations for learners seeking to improve these facets of language learning.