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In:Language-Learner Computer Interactions: Theory, methodology and CALL applications
Edited by Catherine Caws and Marie-Josée Hamel
[Language Studies, Science and Engineering 2] 2016
► pp. 187–213

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Analysing multimodal resources in pedagogical online exchanges

Methodological issues and challenges

 | Université Lumière Lyon 2, France
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.

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Published online: 14 June 2016
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https://doi.org/10.1075/lsse.2.09coh
This chapter focuses on the contribution to web conferencing-based pedagogical synchronous interactions of meaning-making multimodal resources (spoken language as well as gesture, gaze, body posture and movement). The first part of the chapter explores different methodological approaches to the analysis of multimodal semiotic resources in online pedagogical interactions. Having presented an overview of what research into synchronous web-mediated online interaction can bring to the field of CALL, we discuss the importance of determining the relevant units of analysis which will impact the granularity of transcription and orient the ensuing analyses. With reference to three of our own studies, we then explore different methods for studying multimodal online exchanges depending on the research questions and units of analysis under investigation. To illustrate the various ethical, epistemological and methodological issues at play in the qualitative examination of multimodal corpora, the second part of the chapter presents a case study that identifies the different steps involved when studying online pedagogical exchanges, from the initial data-­collection phase to the transcription of extracts of the corpus for publication.
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Cappellini, Marco
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