Multimodal Scaffolding Strategies in Corpus-Based Language Pedagogy: Analyzing Lecturer Roles in Tertiary Writing Workshops

Abstract This study explores teachers’ roles in scaffolding learner engagement in and understanding of knowledge about language through corpus-based language pedagogy (CBLP) in tertiary education. Adopting the notion of repair, support, and heuristic roles, the research examines how one lecturer enacted multimodal scaffolding strategies across three voluntary face-to-face CBLP writing workshops conducted at a Hong Kong college during the 2023–24 academic year. Using Multimodal Interaction Analysis, the study investigates how the lecturer employed oral corrective feedback, emotional support, and learner autonomy guidance through various technologies and corpus tools with students from the logistics, language, and tourism disciplines. The findings underscore the nuanced, multimodal functions of teacher roles in facilitating self-directed language learning and provide pedagogical insights for integrating multimodal scaffolding in CBLP contexts.