%0 Journal Article %1 canalsforthcomingdesign %A Canals, Laia %A Mor, Yishay %D forthcoming %J Language Learning & Technology %K %T Design Principles for Task-Based Computer-Assisted Language Learning %X This paper reports on an ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of online language teaching. In order to achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of task-based language teaching (TBLT) online programs. This initial set of principles and practices were motivated by second language acquisition (SLA) theories (Doughty & Long, 2003), methodological approaches of foreign language teaching (Kramsch, 2014) and computer-assisted language learning state-of-the-art publications (Chun, Kern, & Smith, 2016; 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 in order to achieve gradual consensus about the set of principles. After analyzing the first set of responses (N=23) to the principles which attained degree of agreement averaging 70.7% and ranging from 47.8% to 95.6%, 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 8 robust pedagogical principles for online language teaching. The next phases of this study will survey a broad cohort of language educators to elicit concrete examples of practices embodying these principles, and distill design patterns.

@article{canalsforthcomingdesign, abstract = {This paper reports on an ongoing research aimed at characterizing a signature pedagogy (Shulman, 2005) of online language teaching. In order to achieve this goal, we initially identified 15 pedagogical principles and practices distinctive of task-based language teaching (TBLT) online programs. This initial set of principles and practices were motivated by second language acquisition (SLA) theories (Doughty & Long, 2003), methodological approaches of foreign language teaching (Kramsch, 2014) and computer-assisted language learning state-of-the-art publications (Chun, Kern, & Smith, 2016; 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 in order to achieve gradual consensus about the set of principles. After analyzing the first set of responses (N=23) to the principles which attained degree of agreement averaging 70.7% and ranging from 47.8% to 95.6%, 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 8 robust pedagogical principles for online language teaching. The next phases of this study will survey a broad cohort of language educators to elicit concrete examples of practices embodying these principles, and distill design patterns.}, added-at = {2023-12-13T08:00:41.000+0100}, author = {Canals, Laia and Mor, Yishay}, biburl = {https://www.bibsonomy.org/bibtex/2edd566e7516796234082b5462774a390/admin}, interhash = {bfc478df7453bf3cd4c5badcef3c9c93}, intrahash = {edd566e7516796234082b5462774a390}, journal = {Language Learning & Technology}, keywords = {}, timestamp = {2023-12-13T08:00:41.000+0100}, title = {Design Principles for Task-Based Computer-Assisted Language Learning}, year = {forthcoming} }