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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.

Online language courses that rely on asynchronous teacher-learner communication face a practical problem when it comes to the provision of immediate corrective feedback by the teacher in oral interaction tasks. In this learning context, learners can still communicate synchronously and record their interaction without the teacher being present, but feedback by the teacher will be delayed in time. Research indicates that the effectiveness of feedback decreases as the time between the error and the correction increases and that immediate feedback is more effective (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). In this exploratory study conducted at an online university, we implemented a novel type of feedback we referred to as delayed immediate corrective feedback (DICF) and analyzed second language learners’ and teachers’ perceptions regarding its effectiveness and usefulness. Our goal was to assess the feasibility of implementing this type of feedback in our context and, ultimately, in other contexts where communication between teachers and learners takes place asynchronously. DICF was provided by teachers orally via screencast video. Learners and teachers’ perceptions were collected via two separate questionnaires. The results showed that teachers and learners responded positively to DICF and several potential benefits were identified. Les cours de langue en ligne qui s’appuient sur la communication asynchrone enseignant-apprenant rencontrent un problème pratique quand vient le temps de fournir de la rétroaction corrective immédiate par l’enseignant lors des tâches d’interaction orale. Dans ce contexte d’apprentissage, les apprenants peuvent toujours communiquer de manière synchrone et enregistrer leur interaction sans que l’enseignant soit présent, mais la rétroaction de l’enseignant sera décalée dans le temps. La recherche indique que l’efficacité de la rétroaction diminue au fur et à mesure que le temps entre l’erreur et la correction augmente, et que la rétroaction immédiate est plus efficace (Arroyo & Yilmaz, 2018; Shintani & Aubrey, 2016). Dans cette étude exploratoire menée auprès d’une université en ligne, nous avons mis en place une nouvelle forme de rétroaction, que nous avons appelée rétroaction corrective immédiate retardée (RCIR), et nous avons analysé les perceptions des apprenants de langue seconde et des enseignants quant à son utilité et à son efficacité. Notre objectif était d’évaluer la faisabilité de mettre en place ce type de rétroaction dans notre contexte, et par extension, dans d’autres contextes où la communication entre apprenants et enseignants se passe de manière asynchrone. La RCIR a été fournie oralement par des enseignants à l’aide de vidéos d’écrans. Les perceptions des apprenants et des enseignants ont été recueillies dans deux questionnaires distincts. Les résultats ont montré qu’apprenants et enseignants ont réagi à la RCIR de manière positive et plusieurs avantages potentiels ont été identifiés.

The Relative Effectiveness of Immediate and Delayed Corrective Feedback in Video-Based Computer-Mediated Communication Abstract Feedback timing is one of the factors that can moderate the effectiveness of feedback that has recently attracted the attention of corrective feedback researchers in SLA (e.g., Arroyo & Yilmaz, 2018; Henderson, 2021; Shintani & Aubrey, 2016). However, research to date has focused on either face-to-face or text-based computer-mediated communication. In this study, we investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/-ed participial adjectives by English-as-a-foreign-language Spanish learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and two control). The immediate-feedback group received explicit corrective feedback during the task whereas the delayed-feedback group received the feedback 24 hours later by means of an edited video recording of the interaction. The effects of the feedback were measured through an oral production task and an untimed grammaticality judgment test. Although the results showed no differences between the two feedback timing groups and control participants on the grammaticality judgement test, both feedback groups outperformed the control group on the oral production task without showing statistically significant timing effects.

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.

The present paper details the experience of designing and running the first online English language courses at Yarmouk University with the support of the Open University of Catalonia. The courses fall within the framework of the EQTEL project, which aims to develop and implement accreditation standards, guidelines and procedures for quality assurance of online courses in Jordanian universities. The focus of the research was to evaluate the course from the teachers¿ perspective while identifying possible stumbling blocks and challenges that could be used to refine and enhance the course and the teacher preparation program in successive iterations. Teachers completed a questionnaire that sought to reveal their beliefs, attitudes and experiences using technology for language instruction. The study concluded that teachers perceive more affordances in using technology to practice receptive skills (listening, reading) than productive skills (speaking, writing). Teachers evaluated the teacher preparation prior to the course as sufficient but expressed contradictory attitudes towards using technology for language instruction which need to be understood within the context of the institutional culture and the decision-making process behind technology adoption.

The present research explores the interactional nature of oral tasks carried out in two types of learner dyads in terms of their likelihood to foster negotiation for meaning during Language Related Episodes (LREs). Quantitative data analyses reveal how learners in same L1 dyads, Spanish English as a Foreign Language (EFL) learners, and in different L1 dyads, Canadian learners of Spanish and Spanish learners of English participating in a virtual exchange, modify their speech using negotiations and clarifications to make it comprehensible to their interlocutors. Eighteen different L1 dyads of university learners doing a virtual exchange (Canada-Spain) and eighteen dyads of Spanish-speakers learning English at the Spanish university carried out three oral communicative tasks online following the same procedures. Data were transcribed, LREs were identified, quantified for each dyad, and analyzed to determine their characteristics in terms of types of triggers, modified output, and type of feedback provided. Initial findings point to substantial differences in meaning negotiation occurring during LREs in each group. Different-L1 dyads exhibit more clarifications, meaning negotiation, and provide more feedback, which leads to higher amounts of comprehensible and modified output than learners in same L1 dyads.