OIIC - Online Interactions in Intercomprehension 1.0 (annotated version)

The OIIC Annotated Version is a corpus of transcribed and annotated online interactions collected in academic contexts where intercomprehension among Romance languages is used as a pedagogical approach. The data consist of transcriptions of videorecorded interactions involving university students and tutors engaged in collaborative tasks, classroom discussions, and project-related activities in multilingual settings. This version of the corpus includes multilayer annotation of intercomprehension strategies performed in ELAN. The annotation system captures several dimensions of interaction, including interactional strategies (e.g. clarification requests, confirmation of understanding, agreement and disagreement), metadiscursive strategies (e.g. reformulations, metalinguistic comments), lexical phenomena (e.g. code-switching, calques, specialized vocabulary, translation), non-verbal and prosodic strategies (e.g. slowed speech, emphasis, gestures), participatory dominance phenomena (e.g. cooperative and competitive overlaps or interruptions), and misunderstanding sequences (resolved or unresolved). The annotated corpus is distributed in multiple complementary formats: ELAN files (.eaf) with time-aligned multilayer annotation, annotated transcripts in text format with embedded annotation labels, and tabular files (.csv) derived from the ELAN annotations to support quantitative analysis. The ELAN files constitute the primary annotated data, while the text and tabular versions are provided to facilitate qualitative reading, corpus exploration, and statistical analysis. The corpus is accompanied by metadata files describing sessions and participants, as well as documentation of the annotation system, including annotation guidelines and a table of annotation labels and their correspondence with ELAN labels. This annotated version of the corpus is particularly suitable for research on intercomprehension, multilingual interaction, mediation strategies, classroom discourse, translanguaging, and interactional practices in educational contexts. It can be used for both qualitative and quantitative analyses.