[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595671-105":59,"doc-detail-595671-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","sustaining-multimodal-language-learner-interactions-online","Sustaining multimodal language learner interactions online","","Social presence is treated as a key aspect of computer-mediated communication because it encourages learners to take risks during interpersonal exchanges and makes communication feel more natural. Prior work has relied mainly on questionnaire-based measures and quantitative coding of online interaction indicators, with fewer studies using qualitative interview analysis. This paper applies social presence theory through a case study, integrating interviews, post-task questionnaires, stimulated reflection, and recorded video interactions to explain multimodal language learners’ online communication and propose sustaining-interaction strategies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/sustaining-multimodal-language-learner-interactions-online/595671/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/sustaining-multimodal-language-learner-interactions-online/595671.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is social presence defined in the article?","Question",{"text":112,"@type":113},"The article adopts a relational view, treating social presence as participants’ ability to establish and maintain social and affective connections during interaction and project themselves into the community of inquiry.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data sources were used in the case study?",{"text":117,"@type":113},"The study collected multiple sources, including interviews, open-ended and closed post-task questionnaires, stimulated reflection, and recordings of video interactions.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the article’s main contribution to analyzing online multimodal interaction?",{"text":121,"@type":113},"It presents an innovative social presence framework for analyzing online multimodal language learner interactions and suggests how the framework can support further qualitative and exploratory research.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595671,1792165460,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nSustaining multimodal language learner interactions online  \nH. Müge Satar  \nAbstract  \nSocial presence is considered an important quality in computer-mediated communication as it promotes willingness in learners to take risks through participation in interpersonal exchanges (Kehrwald, 2008) and makes communication more natural (Lowenthal, 2010). While social presence has mostly been investigated through questionnaire data and quantitative content analysis of online interactions based on a set of predefined indicators, in a smaller number of studies the concept has also been investigated through qualitative analysis of interviews (Kehrwald, 2008, 2010). Yet studies that bring together multiple sources of data collection and examine multimodal language learning contexts are almost non-existent. In this paper, the theory of social presence is employed to explicate language learners’ online multimodal communication using a case study approach. Multiple sources of data were collected, including interviews, open-ended and closed post-task questionnaires, stimulated reflection and recordings of video interactions.  \nThe main findings of the study included an innovative social presence framework developed for the analysis of online multimodal language learner interactions (Satar, 2010), which can be used in further qualitative and exploratory research. It also has potential applicability for educators to develop strategies for language learners to guide them in creating and transmitting their social presence. The focus of this article is a cross-case analysis for one of the components of social presence, sustaining interaction, bringing together social presence theory, interactional sociolinguistics and multimodal interaction analysis. Finally, strategies are proposed for language learners on how to sustain their online multimodal interactions.  \nKeywords: desktop videoconferencing; multimodal interaction; social presence; sustaining interaction  \nAffiliation  \nBoğaziçi University, Istanbul, Turkey. [email: muge.satar@boun.edu.tr](email: muge.satar@boun.edu.tr)  \ncalico journal vol 32.3 2015 480–507 ©2015, equinox publishing  \ndoi : 10.1558/cj.v32i3.26508  \nH. Müge Satar 481  \nIntroduction  \nSynchronous online multimodal communication has become a natural way of communication in everyday life through tools such as Skype and FaceTime. Likewise, in learning contexts, specifically in online language learning and teaching, learners can now communicate with other learners not only in writing, but also in speech and via video calls. Examples of language teaching that make use of online multimodal environments abound (e.g. Guichon and Cohen, 2014; Guo, 2014; Hampel and Stickler, 2012; Yamada, 2009; Wang, 2008) yet second language acquisition theories used to investigate interaction in such environments do not always provide a complete understanding of the multifaceted nature of social presence in online multimodal communication among language learners.  \nSocial presence  \nShort, Williams and Christie (1976: 65) described social presence (SP) as the‘degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationship’. The definition was introduced as an attempt to differentiate between mediated (e.g. telephone) and non-mediated (face-to-face) interactions and was initially treated as an attribute of the medium where the ‘capacity to transmit information about facial expression, direction of looking, posture, dress and non-verbal vocal cues, all contribute to the social presence of a communications medium’ (Short et al., 1976: 65) . Later definitions of SP used a relational view in which SP was perceived as a quality of people in online environments, conveyed through their use of language, media, and communications tools (Kehrwald, 2008) . As such, SP was defined as social and emotional connection among participants (Garrison, Anderson & Arc","cbCaik3mSoDmgahR","https://ap.wps.com/l/cbCaik3mSoDmgahR","pdf",498142,28,"English","# Introduction\n# Social presence\n# Indicators of social presence\n# Sustaining multimodal language learner interactions online\n## Method and data sources\n## Findings and proposed framework\n## Educational implications and learner strategies","[{\"question\":\"How is social presence defined in the article?\",\"answer\":\"The article adopts a relational view, treating social presence as participants’ ability to establish and maintain social and affective connections during interaction and project themselves into the community of inquiry.\"},{\"question\":\"What data sources were used in the case study?\",\"answer\":\"The study collected multiple sources, including interviews, open-ended and closed post-task questionnaires, stimulated reflection, and recordings of video interactions.\"},{\"question\":\"What is the article’s main contribution to analyzing online multimodal interaction?\",\"answer\":\"It presents an innovative social presence framework for analyzing online multimodal language learner interactions and suggests how the framework can support further qualitative and exploratory research.\"}]","Sustaining multimodal language learner interactions online | PDF",1792081610,71]