This case study aimed to explore best practice in applying task-based language teaching (TBLT) via a Web-conferencing tool, Blackboard Collaborate, in a beginners' online Chinese course by evaluating the pedagogical values and limitations of the software and the tasks designed. Chapelle's (2001) criteria for computer-assisted language learning (CALL) task appropriateness were adopted and adapted to evaluate five tasks designed for an online environment in terms of practicality, language learning potential, learner fit, authenticity, and positive effects. Sixteen undergraduate on-campus students who enrolled in an introductory Chinese language course participated in this project. Five fort-nightly 1-hour online sessions were conducted, which included two jigsaw tasks, two decision-making tasks, and one information-gap task. Learners' interaction in the online sessions was recorded and transcribed to conduct a thorough investigation of learners' negotiation actions in peer-to-peer interaction. Their experiences of using Blackboard Collaborate and carrying out the tasks were recorded in in-depth interviews and pre- and post-session questionnaires.