%0 Journal Article %1 canals_mor_2022 %A Canals, Laia %A Mor, Yishay %D 2022 %I Cambridge University Press %J ReCALL %K delphi design inaglobe language learning myown patterns pedagogy principles signature task-based tbtell %P 1–15 %R 10.1017/S0958344022000118 %T Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles %U https://www.cambridge.org/core/journals/recall/article/towards-a-signature-pedagogy-for-technologyenhanced-taskbased-language-teaching-defining-its-design-principles/2CD25533F8957E2FB212E5352675F77F#.Yrr4B22ZOM0.twitter %X This paper reports on ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of technology-enhanced task-based language teaching (TETBLT). To achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of TETBLT. This initial set of principles and practices were motivated by second language acquisition theories (Doughty & Long, 2003), methodological approaches in foreign language teaching (Kramsch, 2014), and state-of-the-art publications on computer-assisted language learning (Chapelle & Sauro, 2017). During the first phase of the study, we consulted an initial group of 34 experts in the field, using the Delphi technique to achieve gradual consensus about the set of principles. After analyzing the first set of responses (N = 23) to the principles, which attained a degree of agreement averaging 71% and ranging from 48% to 96%, we refined the principles incorporating the feedback received and sent out a second questionnaire, which allowed us to reach a consensus about a set of eight robust pedagogical principles for TETBLT.

@article{canals_mor_2022, abstract = {This paper reports on ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of technology-enhanced task-based language teaching (TETBLT). To achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of TETBLT. This initial set of principles and practices were motivated by second language acquisition theories (Doughty & Long, 2003), methodological approaches in foreign language teaching (Kramsch, 2014), and state-of-the-art publications on computer-assisted language learning (Chapelle & Sauro, 2017). During the first phase of the study, we consulted an initial group of 34 experts in the field, using the Delphi technique to achieve gradual consensus about the set of principles. After analyzing the first set of responses (N = 23) to the principles, which attained a degree of agreement averaging 71% and ranging from 48% to 96%, we refined the principles incorporating the feedback received and sent out a second questionnaire, which allowed us to reach a consensus about a set of eight robust pedagogical principles for TETBLT.}, added-at = {2022-06-28T15:05:14.000+0200}, author = {Canals, Laia and Mor, Yishay}, biburl = {https://www.bibsonomy.org/bibtex/289cdbc15ab25c73e7912d566bd77cd76/yish}, doi = {10.1017/S0958344022000118}, interhash = {016187efd30be1e9d666b38c9b6b0bc8}, intrahash = {89cdbc15ab25c73e7912d566bd77cd76}, journal = {ReCALL}, keywords = {delphi design inaglobe language learning myown patterns pedagogy principles signature task-based tbtell}, pages = {1–15}, publisher = {Cambridge University Press}, timestamp = {2022-11-20T15:07:09.000+0100}, title = {Towards a signature pedagogy for technology-enhanced task-based language teaching: Defining its design principles}, url = {https://www.cambridge.org/core/journals/recall/article/towards-a-signature-pedagogy-for-technologyenhanced-taskbased-language-teaching-defining-its-design-principles/2CD25533F8957E2FB212E5352675F77F#.Yrr4B22ZOM0.twitter}, year = 2022 }