Towards a Signature Pedagogy for Task-Based Technology-Enhanced Language Learning

Abstract

The present paper details the process we have carried out in order to articulate, assemble, and validate design values, principles and patterns for task-based technology-enhanced language learning. During the first phase, we identified an initial set of pedagogical principles based on language acquisition theories, computerassisted language learning literature, and pedagogical approaches to teaching second and foreign languages enhanced by the use of technology. Following a Delphi study, we refined the initial set of principles after running two rounds of consultations to a group of experts in order to achieve general consensus about the principles. After reaching consensus and assembling a list of sixteen principles, we focused on deriving values and epistemic principles from them. The next step in the process of unveiling a signature pedagogy (Shulman, 2005) for technology-enhanced language teaching involved eliciting concrete examples of practices from language teachers embodying the principles, and extract design patterns from these. One of the authors, who has a broad expertise as language educator in computer-assisted language learning and computer-mediated communication, offered several examples of practices and problems which derived into the six patterns we will present in this article. Finally, the six design patterns were linked back with the pedagogical principles.