LEarning and TEaching Corpora:data-sharing and repository for

research on multimodal interactions

Ciara R. Wigham & Thierry ChanierClermont Université

LRL: http://lrl.univ-bpclermont.fr/ Publications: http://hal.archives-ouvertes.fr/LRL

PPT: http://edutice.archives-ouvertes.fr/edutice-00778274

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4th WorldCALL Conference , 10-13 July 2013, Glasgow

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Simuligne (2001)

UK-FR

fre

Copéas (2005)

eng

UK-FR

Tridem(2005-06)

UK-FR-USA

eng, fre

Ecofralin (2008)

CO-FR

fre,spa

VMT-teamC (2006)

math

UK-USA-SG

INFRAL (2009)

deu,fra

DE-FR

FR

FAVI (2006-08)

fra

ARCHI21 (2011)

eng,fra

FR

SLIC (2013)

USA-FR

fra

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Data validity & reliability in CALL research?

•Problem in Social Sciences and CALL: ▫visibility, accessibility and validity of

research data▫data representative / anecdotal?▫no access to data when reading a publication▫links between data and publications

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CALL data from online learning situations

• CALL data is often:▫not contextualised – pedagogical &

technological situations (Kern et al., 2004)

▫ tangled in specific software using proprietary formats

• Replication for interaction analysis in online learning near impossible:▫variables that are difficult to control▫replication does not imply that phenomenon

previously observed will reoccur (Reffay et al., 2012)

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Open space for sharing research data concerning online multimodal interactions

Mulce project 2007-2010 & LETECMultimodal Corpora Exchange

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Research data quality: Mulce project

•Interoperability:▫Structured and coherent data sets=> analyses can be completed by researchers

who did not participate in the course•Sustainability:

▫Independent from online platforms▫Stored in independent formalisms

•Open access to research data & appropriate licences

•Accessibility: ▫Finding the research data through standard

metadata – OLAC (Open Language Archives Community)

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Learner Corpora / LETEC

• Learner Corpora (see Granger, 2002; Meunier et al., 2011)

▫SLA research▫ learners' productions▫ test situations (Reffay et al., 2008)

▫ learner- native speaker comparative studies (Boulton et al., 2012)

• LEarning and TEaching Corpora▫all participants considered (learners, tutors, etc.)▫ interaction data▫context

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LETEC Components

Instanciation

Pedagogical scenario

Research protocol

Public licence

Privatelicence

Analyses

Context

"A LETEC corpus collects in a systematic and structured way all the data from interactions which occur during a course which is partially or entirely online. These data are enriched by technical, pedagogical and scientific information as well as information about the participants and are organized to allow contextualized analyses to be performed.“ (Mulce-documentation, 2013)

ethics &

rights

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Methodology for building a LETEC

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Staged process

stages=

Data analyses

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Illustration of methodology-

• European project KA2 Languages

• CLIL approach (Content and Language Integrated Learning)

▫Architecture + French / English L2• Hybrid course "Building Fragile Spaces" : 5-day

studio Feb. 2011

• 17 students, 2 architecture tutors, 1 EFL tutor, 1 FFL tutor

Working with external partners: exchanges

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Stage 1: Design

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Elaboration of research areas•Interplay between verbal and non verbal

modes•Role of nonverbal in identity construction•Interplay between textchat & voicechat

modalities

Support for L2 verbal participation and

production

Wigham (2012) – PhD Thesis http://tel.archives-ouvertes.fr/tel-00762382

Stage 1: Design

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Pedagogical Design

• Macro-task– collaboratively elaborate a model in a synthetic world (Second Life) as a response to an architectural problem brief

• Architectural studio, hybrid CLIL approach• 4 workgroups

Stage 1: Design

Learning design

Online environments

Participants’roles

Learning & support activities

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Learning & support activitiesActivity Architecture objectives L2 objectives

Introduction to Second Life

Introduce students to multimodal nature of SL

Establish a communication protocol

Collaborative buildingactivity

Introduce students to building techniques to aid them develop their model

Develop L2 communication techniques concerning the referencing of objects

Group reflective session

Develop critical thinking by negotiation

Distinguish pertinent information for overall problem identification in their design brief

Help students to skill-up their L2

Acquire domain-specific vocabulary

Develop a professional discourse

Stage 1: Design

Detailed in: Rodrigues et al., in press; Wigham & Chanier, 2013

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Research protocol•Research protocol design

▫Protocol for data collection▫Researchers' roles▫Timetable of research activities

Stage 1: Design

researcher

Wigham & Chanier, 2013 ReCALL

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Stage 2: Data Collection

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Data collection & coverage

Data collected

Pre-questionnaires

Session data Post questionnaire

s

Semi-directive

interviewsEnviron

mentKwiksurveys Second Life VoiceForum Kwiksurveys Skype

Data type

Spreadsheet file

Video screen captures

Audio recordings

Spreadsheet file

Audio recordings

Quantity &

coverage of data

17 student questionnair

es

20 group sessions & 2 presentation

sessions19h40m

64 forum messages

16 student questionnaire

s

5 student interviews

2h30

pre-course post-courseduring course

Stage 2: Data collection

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Stage 3: Data Organisation,diffusion

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Primary data (anonymised)

Each resources has an ID and a description given

LETEC global corpus: content packaging

Manifest : structured dataStructured Interaction Data Model (Mce_sid, 2011)XML Information about each component of the corpus

General metadata(OLAC standards)

Environnements used

Information on participants: language biographies and group organisationDescription of the environment, course length, participants, toolsActivities described in the pedagogical scenario

Stage 3: Data organisation

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Corpus deposit•Mulce corpus repository (Mulce-repository,

2013)

Stage 3: Data organisation

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Corpus diffusion• Description of corpus; interface to browse

structure; zip file to download

Stage 3: Data organisation

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Stage 4: Transcription, analyses, publications

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verbal mode non verbal mode

audio textchat

proxemic transmission

radio transmission

public private

not detailed here, see Wigham & Chanier, (2013)

ReCALL 25(1)

Multimodal data transcriptionStage 4: Data transcription & diffusion

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Elaboration of transcription methodology• Characterized by communication modes &

modalities▫Systematic approach to studying online

environments• New environments = new modalities

▫Added to transcription methodology Communication

modeCommunication

modalityAct

type and transcription codeExplanation

verbalaudio

audio act (tpa) verbal turn in the public audio channel

silence (sil)interval between two audio acts greater than three seconds

textchat textchat act (tpc) message entered in the textchat window

nonverbal

proxemicsmovement (mvt)

avatar movement in the environment, e.g. avatar sits down, flies, walks backwards

entrance into /exit from environment (es)

avatar enters or exits the synthetic world

kinesics kinesic (kin)avatar gestures and movements made by an avatar's body part e.g. nod, point, clap

production production (prod)production or display of an object in the SL environment

Stage 4: Data transcription & diffusion

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Multimodal transcription using ELAN

video screen capture

multimodal transcription aligned using timeline

participants &

modality

view of annotations for

one participant in one modality

Max Planck Institute for Psycholinguistics (2001). ELAN [software]. The Netherlands: Max Planck Institute for Psycholinguistics. [http://www.lat-mpi.eu/tools/elan/]

Stage 4: Data Analyses

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Production & deposit of LETEC distinguished corpus

•Particular analysis of a selected part of the global LETEC corpusChanier, T. Saddour, I. & Wigham, C.R. (2012). (dir.) Distinguished Corpus: Transcription of Verbal and Nonverbal Interactions of the Second Life Reflection archi21-slrefl-av-j2. Mulce.org : Clermont Université. [oai : mulce.org:mce-archi21-slrefl-av-j2 ; http://repository.mulce.org]

•Only contains transformed data (=the transcriptions)

•Refers to a selection of the original data in global corpus (=videos)

•Software used for transcription cited (=ELAN)

Stage 4: Data transcription & diffusion

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Why does structuring a corpus help analysis?•Common technical structures to hold

interaction data▫Data linked▫Analyses at different levels, in context

whilst maintaining a global view of the course

•XML structure allows standard forms of annotation / coding & different analysis software to be used▫Tatiana (2008)▫Calico (2009)

Stage 4: Research Analyses

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An analysis example

• Interplay between textchat & voicechat

• Textchat modality acts in adjunct to the audio modality

▫ e.g. technical problems exist, opening & closing sequences of sessions (Liddicoat, 2011; Palomeque, 2011)

• Monomodal textchat environments – auto-correction, negotiation of meaning and corrective feedback

• Learner overload (Deutschmann & Panichi, 2009)

Multimodal environments ? (Hampel & Stickler, 2012)

Can the textchat serve for L2 feedback provision?

Stage 4: Research Analyses

Wigham & Chanier (in print) CALL Journal

An example of modality interplay

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Characterisation of textchat functions

Wigham & Chanier (in print) CALL Journal

Stage 4: Research Analyses

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Characterisation of textchat functions• Data coding facilitated by XML schemas

Stage 4: Research Analyses

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Feedback in textchat

• 17% of acts contain feedback (49 acts)• Primarily concerns lexical and grammatical non

target-like forms (cf. Tudini, 2003)

• Predominant use of recasts (32/49 instances)

EFL Session

Technical

Socialisation

Conversation management

Task Form

Es-j3 3 7 9 41 17

Sc-j2 26 5 7 76 16

Sc-j3 2 9 4 36 16

Stage 4: Research Analyses

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Results of textchat feedback study

• EFL tutor's strategic choice to use textchat - reduces cognitive load▫ Non expertise in content matter

• Language form Vs communicative meaning▫Recasts as remain in textchat window▫Recasts so as not to interrupt content

communication

• Students’ management of multiple modalities

Stage 4: Research Analyses

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Publication of analyses & deposit of associated distinguished corpus

• Production of distinguished corpus:▫ Wigham, C.R. (2013). (dir.) Distinguished Corpus: Interplay between

textchat and audio modalities during the Second Life Reflective Sessions. Mulce.org : Clermont Université. [oai : mulce.org:mce-archi21-modality-textchat ; http://repository.mulce.org]

• Analysed data presented in parallel with results▫ Wigham, C.R. & Chanier, T. (in print). Interactions between text chat

and audio modalities for L2 communication and feedback in the synthetic world Second Life. CALL Journal

• Distinguished corpora can be cited in articles• Explicit connections between data and publications

enhance the quality of CALL research

Stage 4: Publication

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Conclusion: Sustaining CALL research

• Reuse of data for cumulative or contrastive analyses▫ Rodrigues & Wigham (in print) – text chat &

problematic vocabulary points▫ Natural language processing techniques

• Facilitated by:▫ structured XML formalisms render online interaction

data autonomous from any platform, in tool agonistic form

▫ interactions described by modes & modalities -> not specific to an online environment

• Reuse of LETEC in corpus linguistics (TEI-CMC)

Conclusion

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Perspectives•Documented and selected materials in

their original context –basis for reflection in pedagogical corpora

•Integration of pedagogical corpora into teacher-training classrooms

Conclusion

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Contact: ciara.wigham@univ-bpclermont.fr

thierry.chanier@univ-bpclermont.fr

Website: http://lrl.univ-bpclermont.fr/

Mulce-documentation: http://mulce.org

Mulce-repository: http://repository.mulce.org

Thank you!

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Corpus metadata• Inform researchers about:

▫ conditions under which the corpus was built▫ how to use the corpus▫ the corpus' content▫ licences for re-using the corpus

• Used for web harvesting▫ corpus become visible to whole community (OLAC, Clarin)▫ corpus can be cited

Stage 3: Data organisation

Characterisation of textchat functions

Analyses 40

• Data coding facilitated by XML schemas

Wigham & Chanier (in print) CALL Journal

Data coverage•6 sessions (3 FFL, 3 EFL)•4h30m of screen recordings

Analyses 41

Groups analysed Audio acts Textchat acts

EFL 450 423

FLE 386 64

Total GS-j2 Total GS-j3 Total GE-j3 Total GL-j3 Total GA-j2 Total GA-j30

50

100

150

200

250

300

Number of tpa acts Number of tpc acts

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Perspectives•Documented and selected materials in their original context –basis for reflection•Inter-disciplinary project