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The paper reviews netnography’s procedures and explains its educational research applicability, drawing on a netnography of Webheads in Action, a global online community of practice for English language teachers. It details data collection experiences and methodological decisions, then discusses benefits of participant observation for understanding the culture of online language teaching communities and encourages CALL researchers to adopt this approach.",{"@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/using-netnography-to-explore-the-culture-of-online-language-teaching-communities/595670/",{"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/using-netnography-to-explore-the-culture-of-online-language-teaching-communities/595670.png","ImageObject",300,407,{"name":92,"@type":93},"Well Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is netnography and how does it work in online research?","Question",{"text":112,"@type":113},"Netnography is an ethnographic approach using online participant observation, where the researcher connects to the community through a computer screen and treats the online space as the field site.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is netnography considered useful for studying online language teaching communities?",{"text":117,"@type":113},"Because these communities are computer-mediated and globally distributed, netnography helps the researcher address methodological decisions in data collection, field entry, site selection, and balancing participation and visibility.",{"name":119,"@type":110,"acceptedAnswer":120},"What experiences or outcomes does the paper emphasize from its Webheads in Action netnography?",{"text":121,"@type":113},"It provides detailed accounts of methodological considerations during data collection, highlighting decisions about what data to collect, archive, and how to interpret the culture of the online teacher community.","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},595670,1792165014,{"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":29,"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  \nUsing Netnography to Explore the Culture of Online Language Teaching Communities  \nDerya Kulavuz-Onal  \nAbstract  \nNetnography (Kozinets, 2010) is an ethnographic approach to study communities that exist primarily online. Engaging in online participant observation, thenetnographer connects to the online community through a computer screen, and the field is located inside the screen. Although it has been used in marketing research extensively, netnography is a relatively new methodology in educational research. In this paper, I give an overview of netnography and its applicability in studying online language teaching communities. Drawing upon a netnography of a globally-distributed online community of practice of English language teachers, Webheads in Action, I provide detailed accounts of my experiences during data collection and particular methodological considerations in netnography in order to shed light on the often untold aspects of an ethnographic design in online research that involves participant observation. I conclude with a discussion of possible benefits of a participant observer approach in netnography in understanding the culture of online language teaching communities, and invite CALL researchers to consider netnography and online participant observation in their future studies.  \nKeywords: community of practice; netnography; online ethnography; participant observation; teacher community for CALL  \nAffiliation  \nSalisbury University, MD, USA.  \nemail: [kulavuzd@gmail.com](kulavuzd@gmail.com)  \ncalico journal vol 32.3 2015 426–448 doi : 10.1558/cj.v32i3.26636  \n©2015, equinox publishing   \nDerya Kulavuz-Onal 427  \nIntroduction  \nWith the advances in web-based technologies and online social networking environments, engaging in online communities and communicating through Web 2.0 environments and social media have become a common practice for individuals in the twenty-first century. Preece (2000) states that an online community consists of: (a) people, engaging in some forms of social interaction ‘to satisfy their own needs or perform special roles, such as leading or moderating’ (p. 10); (b) a shared purpose, which can be ‘an interest, need, information exchange, or service’ (p. 10); (c) policies that govern or organize people’s interaction, and may or may not be explicitly stated; and (d) computer systems, in order to mediate the communication and interactions among the participants. Educators, and learners alike, also build online communities for educational purposes (Harasim, Hiltz, Teles, & Turoff, 1995; Hur & Hara, 2007; Karagiorgi & Lymbouridou, 2009). Since the potential of web-based communication technologies was realized in the late 1990s, the twenty-first century has also witnessed an increasing motivation for utilizing such technologies to build communities for language learning and teaching purposes (Hanson-Smith, 2006; Lamy & Zourou, 2013; Thorne, Black,& Sykes, 2009). One example of these early adopters can be found in 1998. When Web 2.0 technologies were in their infancy and social networking sites had not been introduced yet, a group of English language teachers and learners from around the world created Writing for Webheads in order to teach, interact in, and practice English (Simpson, 2005). Today, there is a growing number of commercial platforms specifically designed for language learning and teaching and advertised as online language learning communities, such as Livemocha, [and Bussuu.com](and Bussuu.com).  \nSuch growing interest in learning languages at a distance, through online means and web-based platforms, has attracted the attention of many scholars in the field of second language learning (Vorobel & Kim, 2012) . Since members in these language learning and teaching communities interact at a distance, and are often globally-distributed, these researchers conduct their research using computer-mediated communication (CMC) tools to study t","cbCaiviyDLAE6xFE","https://ap.wps.com/l/cbCaiviyDLAE6xFE","pdf",416827,23,"English","# Introduction\n## Background on online communities and CALL\n## Challenges in studying online communities\n## Applying netnography to language teaching communities","[{\"question\":\"What is netnography and how does it work in online research?\",\"answer\":\"Netnography is an ethnographic approach using online participant observation, where the researcher connects to the community through a computer screen and treats the online space as the field site.\"},{\"question\":\"Why is netnography considered useful for studying online language teaching communities?\",\"answer\":\"Because these communities are computer-mediated and globally distributed, netnography helps the researcher address methodological decisions in data collection, field entry, site selection, and balancing participation and visibility.\"},{\"question\":\"What experiences or outcomes does the paper emphasize from its Webheads in Action netnography?\",\"answer\":\"It provides detailed accounts of methodological considerations during data collection, highlighting decisions about what data to collect, archive, and how to interpret the culture of the online teacher community.\"}]","Using Netnography to Explore the Culture of Online Language Teaching Communities | PDF",1792081608,58]