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.

本文报告了正在进行的研究，旨在描述技术增强型任务型语言教学 (TETBLT) 的标志性教学法 (Shulman, 2005)。为实现这一目标，我们最初确定了 15 条 TETBLT 独有的教学原则和实践。这套最初的原则和实践受到第二语言习得理论（Doughty & Long，2003 年）、外语教学方法论（Kramsch，2014 年）以及关于计算机辅助语言学习的最先进出版物的推动（ Chapelle & Sauro，2017）。在研究的第一阶段，我们咨询了该领域最初的 34 位专家，使用 Delphi 技术逐渐就这套原则达成共识。在分析了第一组响应后 ( N= 23) 对于原则，平均达成了 71% 的一致程度，范围从 48% 到 96%，我们结合收到的反馈完善了原则，并发出了第二份问卷，这使我们能够就一套达成共识TETBLT 八项稳健的教学原则。