O n f e r e n c e

 
Hans Paulussen 
is a translator and a computational linguist, with many years of 
experience in foreign language teaching (Dutch, English and French) and research in 
computational linguistics. At present, he is a senior researcher at the departement of 
French Linguistics at the University of Leuven (Campus Kortrijk), where he evaluates the 
implementation requirements for a corrective feedback of the CALL program IDIOMA-TIC.
Abstract 
Audio-visual data are increasingly being used in academic language programs to 
incorporate authentic language use in the didactic practice and to enliven language 
learning material (Canning-Wilson 2000, Shrosbree 2008, Sydorenko 2010, Weyers 1999 
a.o.). However, there is still need for a more systematic didactic embedding of videos as 
part of a blended learning program in language teaching practice. 
In this paper, we present the VIDEO.DE environment, an online platform that allows for a 
rich employability of online video resources in academic language programs. The key 
feature of this environment is the student-oriented tool for the annotation of videos that 
was designed to involve students more actively with audio-visual material in second 
language programs. Videos are coded by students according to a task-specific annotation 
scheme that is predefined by the language instructor and that can consist of parameters 
such as vocabulary, grammar and discursive features. The design of both the annotation 
environment and its underlying flexible annotation scheme allows for its application in 
different academic language programs.
The didactic potential of this approach is tested in a pilot study for German as a foreign 
language and involves the collaboration between different partner institutions of the 
Association KU Leuven in Belgium.

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-343- 
2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
In a first step the VIDEO.DE annotation tool is implemented in the curriculum of the 
partner institutions. By means of a questionnaire students are inquired about their 
motivation, involvement, self-activation and user-friendliness of the application. In a 
second step, the effect of video annotation on the implicit vocabulary learning, 
motivation and involvement of the students is measured in a small-scale case study.
In contrast to most existing language learning environments based on video data, the 
VIDEO.de project provides a strongly student-centered annotation environment and 
interface, which stimulates students to engage in a process of collaborative annotation 
across partner institutions.