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Distinguished corpus: Interplay between textchat and audio modalities during the Second Life Reflective Sessions
Title:
Distinguished corpus: Interplay between textchat and audio modalities during the Second Life Reflective Sessions
ID:
mce-archi21-modality-textchat
Link to the object:
Online:
Yes
Archive:
Contributor:
Wigham Ciara (compiler)
Wigham Ciara R. (editor)
Wigham Ciara R ; Chanier Thierry (researcher)
Wigham Ciara R. ; Saddour Inès (data inputter)
Saddour Inès ; Rodrigues Christine (transcriber)
Chanier Thierry (depositor)
Wigham, C.R. ; Chanier T. (author)
Date:
2013-04-10
Publisher:
Mulce.org ; Universite Blaise Pascal ; France ; http://mulce.org ; http://repository.mulce.org
Description:
This corpus is extracted from the global Learning and Teaching Corpus ARCHI21 (Chanier and Wigham, 2011). The corpus concerns data extracted from an intensive Content and Learning Integrated Learning (CLIL) course Building Fragile Spaces. This course formed an action with the European project 'Architectural and Design based Education and Practice through Content and Language Integrated Learning using Immersive Virtual Environments for 21st Century Skills', Lifelong Learning Programme, KA2 Languages, DG EAC/41/09, llp-eacea-KA2-MultProj-ARDNM.
Data from six Second Life reflective sessions (slrefl-av-j2, slrefl-av-j2, slrefl-ls-j3, slrefl-es-j3 slrefl-sc-j2 and slrefl-sc-j3) were firstly transcribed according to a predefined methodology (Saddour, Wigham and Chanier, 2011) and using ELAN. The data was then collated and to examine the role played by the textchat modality in the interaction and whether the textchat could serve for feedback provision. Specifically, the following research questions were formulated. In synthetic worlds, what are the effects of multimodal communication on feedback? If the textchat plays a role in the interaction, can it serve for feedback provision or because students and tutors are required to manage communication across multiple modes, will they not be able to pay attention to feedback due to potentially being cognitively overloaded? Furthermore, if the textchat is used for feedback, will the type of errors leading to feedback reflect results found in monomodal environments and what strategies are used to provide feedback? Finally, given the multimodal nature will students, having to deal with multiple communication channels, be able to respond to feedback in the textchat? When, and in what modality, will responses occur? These research questions were addressed by annotation the transcriptions from the six reflective sessions in XML according to a pre-defined coding system (see resource "resource-mce-coding-manual-pdf"). Our analysis revealed that textchat usage was influenced by tutors' attitudes towards this modality. The tutor who systematically used the text chat showed the importance placed on this modality within the interaction and the students followed this lead by contributing regularly in the text chat. The tutor who adopted primarily the voice chat, however, showed that the text chat was not central to interaction and, while the students suggested an eagerness to use the modality, their text chat acts although few outnumbered those of the tutor and the interaction took place in the audio modality. The text chat was employed for content-based interaction concerning the task. It also supported the audio modality by enabling the tutor to unobtrusively address problems of non target-like forms in students' verbal productions without this being to the detriment of the advancement of the task and without interrupting their interaction. The study showed that the text chat served for feedback on non target-like errors in the audio modality. Students’ high response rate to this feedback illustrates they were able to manage both modalities simultaneously, monitoring the text chat whilst contributing in the audio modality. Responses to text chat feedback most frequently occurred in the act following that in which the feedback was provided. However the responses were largely cross-modal: the majority of responses to feedback were in the audio modality rather than the text chat modality in which the feedback was provided. It thus appears that the combination of using the audio and text chat modalities simultaneously did not present a cognitive overload for the students. The feedback provided in the text chat was predominantly in the form of recasts responding to lexical non target-like triggers.
The quantitative analyses of textchat and audio (voicechat) communication in this corpus reveal 836 audio acts and 487 textchat acts. The audio acts contained a total of 20621 tokens and the textchat acts 2328 tokens.
Content language:
English
French
Subject language:
English
French
Language family:
Indo-European
Germanic
Italic
Romance
Country:
France
Linguistic type:
Primary text
Linguistic field:
Applied linguistics
Discourse analysis
Text and corpus linguistics
Discourse type:
Dialogue
DCMI type:
Dataset
Collection
Format:
text/xml
application/pdf
text/html
application/vnd.ms-excel
video/avi
LCSH subject:
Computer-assisted instruction
Education, Data processing,
Language and languages
Nonverbal communication
Oral communication
Study and teaching
Temporal coverage:
name=Archi21 course ; start=2011-02-07 ; end=2011-02-11
Other rights:
http://lrl-diffusion.univ-bpclermont.fr/mulce/metadata/mce_LETECorpus-en.pdf
Rights holders of this corpus are: Thierry Chanier ; Ciara R Wigham ; licence = http://creativecommons.org/licenses/by-nc-sa/2.0/
open access after registration
Complete OLAC record:
Link for this page:

Find Related Information:

Archive: Multimodal Learning and teaching Corpora Exchange
Online: Yes
Subject language: English
Subject language: French
Language family: Germanic
Language family: Indo-European
Language family: Italic
Language family: Romance
Geographic region: Europe
Country: France
Linguistic type: Primary text
Linguistic field: Applied linguistics
Linguistic field: Discourse analysis
Linguistic field: Text and corpus linguistics
Discourse type: Dialogue
DCMI type: Collection
DCMI type: Dataset
Format: application/pdf
Format: application/vnd.ms-excel
Format: text/html
Format: text/xml
Format: video/avi
Content language: English
Content language: French
Date: 2000 and later
Date: 2010 - 2019
Contributor: Chanier Thierry
Contributor: Saddour Inès ; Rodrigues Christine
Contributor: Wigham Ciara
Contributor: Wigham Ciara R ; Chanier Thierry
Contributor: Wigham Ciara R.
LCSH subject: Computer-assisted instruction
LCSH subject: Education, Data processing,
LCSH subject: Language and languages
LCSH subject: Nonverbal communication
LCSH subject: Oral communication
Publisher: Mulce.org ; Universite Blaise Pascal ; France ; http://mulce.org ; http://repository.mulce.org
Temporal coverage: name=Archi21 course ; start=2011-02-07 ; end=2011-02-11
Title: Distinguished corpus: Interplay between textchat and audio modalities during the Second Life Reflective Sessions
Other rights: Rights holders of this corpus are: Thierry Chanier ; Ciara R Wigham ; licence = http://creativecommons.org/licenses/by-nc-sa/2.0/
Other rights: http://lrl-diffusion.univ-bpclermont.fr/mulce/metadata/mce_LETECorpus-en.pdf
Other rights: open access after registration