Startseite Linguistik & Semiotik Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments
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Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments

Computer-assisted language learning, social media, and online environments
  • Francesca Marino , Dacota Liska und Matt Kessler
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Ethical Issues in Applied Linguistics Scholarship
Ein Kapitel aus dem Buch Ethical Issues in Applied Linguistics Scholarship

Abstract

While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales.

Abstract

While ethics has received a great deal of attention in research exploring second language (L2) learning and teaching within offline settings (e.g., face-to-face classrooms), there has been relatively less discussion of ethical decision-making processes in online research settings. However, online research presents new ethical challenges which need to be addressed, encompassing issues such as the blurred distinction between public and private data, source traceability, online security, and the potential risk of personal information disclosure. These concerns are particularly relevant to computer-assisted language learning (CALL) research employing information and communication technologies. The current chapter discusses ethical challenges in CALL by focusing on both classroom-oriented CALL research (i.e., L2 studies conducted in more formal educational settings) and social media-related CALL investigations (i.e., studies conducted in informal settings, typically involving social media platforms and mobile apps). Specifically, this chapter addresses three common ethical challenges faced by researchers, including: (1) gaining informed consent, (2) obtaining permissions, and (3) protecting participants’ privacy. We first provide concrete examples from published literature to illustrate effective strategies for navigating these challenges. Afterwards, we offer critical reflections and additional practical suggestions aimed at helping CALL scholars responsibly conduct research in digital locales.

Kapitel in diesem Buch

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Foreword ix
  4. Introduction 1
  5. Section I. Methodological approaches
  6. Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
  7. Chapter 2. Corpus linguistics and ethics 28
  8. Chapter 3. Ethical issues in educational action research 45
  9. Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
  10. Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
  11. Chapter 6. Transcription as ethics 87
  12. Commentary on Section I 110
  13. Section II. Specific populations and research contexts
  14. Chapter 7. The zero-sum game of beneficence 122
  15. Chapter 8. Ethical research with adult migrant language learners 136
  16. Chapter 9. Ethics in heritage language education 155
  17. Chapter 10. The ethics of indigenous language revitalization 172
  18. Chapter 11. “Where you from, who’s your Mob?” 192
  19. Commentary on Section II 210
  20. Section III. Pedagogy and policy
  21. Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
  22. Chapter 13. Ethical issues in language testing 235
  23. Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
  24. Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
  25. Commentary on Section III 285
  26. Section IV. Personal and interactive aspects of research and scholarship
  27. Chapter 16. Managing publication expectations and collaborations 296
  28. Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
  29. Chapter 18. Research ethics and decisions 328
  30. Chapter 19. The ethical gray area 341
  31. Commentary on Section IV 355
  32. Afterword 364
  33. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
https://doi.org/10.1075/rmal.7.05mar

Kapitel in diesem Buch

  1. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 i
  2. Table of contents v
  3. Foreword ix
  4. Introduction 1
  5. Section I. Methodological approaches
  6. Chapter 1. A taxonomy of questionable research practices in quantitative humanities 10
  7. Chapter 2. Corpus linguistics and ethics 28
  8. Chapter 3. Ethical issues in educational action research 45
  9. Chapter 4. Doing research in culturally and linguistically diverse K-12 classrooms 59
  10. Chapter 5. Ethical considerations for research involving computer-assisted language learning, social media, and online environments 72
  11. Chapter 6. Transcription as ethics 87
  12. Commentary on Section I 110
  13. Section II. Specific populations and research contexts
  14. Chapter 7. The zero-sum game of beneficence 122
  15. Chapter 8. Ethical research with adult migrant language learners 136
  16. Chapter 9. Ethics in heritage language education 155
  17. Chapter 10. The ethics of indigenous language revitalization 172
  18. Chapter 11. “Where you from, who’s your Mob?” 192
  19. Commentary on Section II 210
  20. Section III. Pedagogy and policy
  21. Chapter 12. Ethical research considerations in classroom and online spaces with bilingual students and their teachers 218
  22. Chapter 13. Ethical issues in language testing 235
  23. Chapter 14. Navigating ethical challenges in L2 writing in transnational higher education 249
  24. Chapter 15. Challenges of justice and equity for ethical English as an additional language in school education 266
  25. Commentary on Section III 285
  26. Section IV. Personal and interactive aspects of research and scholarship
  27. Chapter 16. Managing publication expectations and collaborations 296
  28. Chapter 17. Ethical dilemmas of graduate students negotiating new roles and responsibilities 310
  29. Chapter 18. Research ethics and decisions 328
  30. Chapter 19. The ethical gray area 341
  31. Commentary on Section IV 355
  32. Afterword 364
  33. 日本言語政策学会 / Japan Association for Language Policy. 言語政策 / Language Policy 10. 2014 371
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Heruntergeladen am 21.9.2025 von https://www.degruyterbrill.com/document/doi/10.1075/rmal.7.05mar/html
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