Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/44595

Sharing a multimodal corpus to study webcam-mediated language teaching

File SizeFormat 
21_01_guichon.pdf821.55 kBAdobe PDFView/Open

Item Summary

Title: Sharing a multimodal corpus to study webcam-mediated language teaching
Authors: Guichon, Nicolas
Keywords: Corpus
Distance Language Learning and Teaching
Telecollaboration
Research Methods
Issue Date: 01 Feb 2017
Publisher: University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Citation: Guichon, N. (2017). Sharing a multimodal corpus to study webcam-mediated language teaching. Language Learning & Technology, 21(1), 55–74. https://dx.doi.org/10125/44595
Abstract: This article proposes a methodology to create a multimodal corpus that can be shared with a group of researchers in order to analyze synchronous online pedagogical interactions. Epistemological aspects involved in studying online interactions from a multimodal and semiotic perspective are addressed. Then, issues and challenges raised by corpus creation and sharing are examined with a particular focus on ethics. Basing my discussion and analysis around a particular research project, the steps involved in the creation of a multimodal and shareable corpus are described and the scientific benefits of a collective exploration of data and their subsequent multimodal representations are discussed and illustrated. It is finally claimed that corpus sharing can contribute vastly to the field of computer-assisted language learning by enhancing its scientific robustness as it favors a multidisciplinary, systematic, and in-depth analysis of multimodal data.
URI/DOI: http://hdl.handle.net/10125/44595
ISSN: 1094-3501
Appears in Collections:Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research


Please contact sspace@hawaii.edu if you need this content in an alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.