A multimodal corpus to study videoconference interactions for techno-pedagogical competence in second language acquisition and teacher education

Cappellini, Marco; Holt, Benjamin; Bigi, Brigitte; Zielinski, Christelle

doi:10.4000/corpus.7440

Cited by 4 publications

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“…analyse proposée dans cet article repose sur des données collectées dans le cadre du projet de l'Agence nationale de la recherche Vapvisio(Cappellini et al 2023) dont l'objectif est d'étudier le développement de compétences techno-sémio-pédagogiques(Guichon 2013) de futurs enseignants de FLE en formation. Une partie des données est constituée d'enregistrements d'interactions didactiques en ligne entre apprenants de français langue étrangère (FLE) de l'Université de Berkeley (Californie, USA) et apprentis-tuteurs du Master 1 de didactique du FLE d'Aix-Marseille Université (France).…”

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Les entretiens dans la recherche et la formation pour le tutorat en ligne

Cappellini¹,

Cros²

2023

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Les entretiens dans la recherche et la formation pour le tutorat en ligne

Cappellini¹,

Cros²

2023

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Bold techno competence in language learning: a study on the effects of efficacy of workshops in decreasing technostress and boosting academic enjoyment, autonomy, and language achievement

Ahmed Abdel-Al Ibrahim,

Hashemifardnia

2024

Asian. J. Second. Foreign. Lang. Educ.

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This study investigated the impact of techno-competence workshops on English as a Foreign Language (EFL) learners’ language achievement, technostress, academic enjoyment, and autonomy in a large university in Iran. A concurrent mixed-methods approach was employed, with qualitative data collected through structured interviews and quantitative data gathered using a teacher-made test validated through a known-group procedure. Ninety-six upper-intermediate EFL learners were randomly assigned to an Experimental Group (EG) and a Control Group (CG). Results revealed a significant decrease in technostress, an increase in academic enjoyment, and heightened autonomy among participants attending the techno-competence workshops. The quantitative analysis demonstrated a substantial improvement in language achievement for the EG compared to the CG. Findings contribute to the understanding of the multifaceted impacts of techno-competence on language learning outcomes and offer practical insights for educators, curriculum developers, and policymakers in fostering effective language education in technologically enriched environments. Despite certain limitations, this study lays the groundwork for future research endeavors exploring the intricate dynamics between techno-competence and language learning outcomes across diverse contexts.

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Reaching beneath the tip of the iceberg: A guide to the Freiburg Multimodal Interaction Corpus

Rühlemann,

Ptak

2023

Open Linguistics

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Most corpora tacitly subscribe to a speech-only view filtering out anything that is not a ‘word’ and transcribing the spoken language merely orthographically despite the fact that the “speech-only view on language is fundamentally incomplete” (Kok 2017, 2) due to the deep intertwining of the verbal, vocal, and kinesic modalities (Levinson and Holler 2014). This article introduces the Freiburg Multimodal Interaction Corpus (FreMIC), a multimodal and interactional corpus of unscripted conversation in English currently under construction. At the time of writing, FreMIC comprises (i) c. 29 h of video-recordings transcribed and annotated in detail and (ii) automatically (and manually) generated multimodal data. All conversations are transcribed in ELAN both orthographically and using Jeffersonian conventions to render verbal content and interactionally relevant details of sequencing (e.g. overlap, latching), temporal aspects (pauses, acceleration/deceleration), phonological aspects (e.g. intensity, pitch, stretching, truncation, voice quality), and laughter. Moreover, the orthographic transcriptions are exhaustively PoS-tagged using the CLAWS web tagger (Garside and Smith 1997). ELAN-based transcriptions also provide exhaustive annotations of re-enactments (also referred to as (free) direct speech, constructed dialogue, etc.) as well as silent gestures (meaningful gestures that occur without accompanying speech). The multimodal data are derived from psychophysiological measurements and eye tracking. The psychophysiological measurements include, inter alia, electrodermal activity or GSR, which is indicative of emotional arousal (e.g. Peräkylä et al. 2015). Eye tracking produces data of two kinds: gaze direction and pupil size. In FreMIC, gazes are automatically recorded using the area-of-interest technology. Gaze direction is interactionally key, for example, in turn-taking (e.g. Auer 2021) and re-enactments (e.g. Pfeiffer and Weiss 2022), while changes in pupil size provide a window onto cognitive intensity (e.g. Barthel and Sauppe 2019). To demonstrate what opportunities FreMIC’s (combination of) transcriptions, annotations, and multimodal data open up for research in Interactional (Corpus) Linguistics, this article reports on interim results derived from work-in-progress.

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A multimodal corpus to study videoconference interactions for techno-pedagogical competence in second language acquisition and teacher education

Cited by 4 publications

References 16 publications

Les entretiens dans la recherche et la formation pour le tutorat en ligne

Les entretiens dans la recherche et la formation pour le tutorat en ligne

Bold techno competence in language learning: a study on the effects of efficacy of workshops in decreasing technostress and boosting academic enjoyment, autonomy, and language achievement

Reaching beneath the tip of the iceberg: A guide to the Freiburg Multimodal Interaction Corpus

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