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.
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