2023 |
Tafazoli D, Meihami H, 'Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers technological needs and suggestions', Journal of Computers in Education, 10 163-187 (2023) [C1]
Drawing on qualitative research, this study explores the Iranian EFL teachers¿ technological needs and their suggestions for using computer-assisted language learning (CALL) durin... [more]
Drawing on qualitative research, this study explores the Iranian EFL teachers¿ technological needs and their suggestions for using computer-assisted language learning (CALL) during the COVID-19 pandemic. We analyzed the narratives produced by 66 English as a Foreign Language (EFL) teachers for their themes through deductive and inductive thematic analysis phases using MAXQDA. The findings indicate that CALL teacher preparation programs should prioritize technological pedagogical knowledge (TPK), then technological content knowledge (TCK), and finally technological knowledge (TK). Moreover, teachers stated that CALL teacher preparation programs should develop their knowledge concerning the intersections of TCK/TPK and TPK/TK. Furthermore, Iranian EFL teachers suggested that CALL can be used during the pandemic if cooperation among teachers, students, and parents will be made, technological-related infrastructures will be developed, and teacher preparation programs will develop EFL teachers¿ collaboration, digital literacy, teacher autonomy, and TPK with special attention to the educational needs made by the pandemic situation. The findings have implications for teacher educators, professional development course designers and providers, and decision-makers by highlighting promising directions to devote their precious time and resources.
|
|
Nova |
2023 |
Tafazoli D, Farshadnia S, 'Teachers complexities of moving to online language teaching', Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 24 89-106 (2023) [C1] |
|
Nova |
2022 |
Rahimi AR, Tafazoli D, 'EFL Learners Attitudes Toward the Usability of LMOOCs: A Qualitative Content Analysis', The Qualitative Report, 27 158-173 (2022) [C1]
|
|
|
2022 |
Tafazoli D, Atefi Boroujeni S, 'Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers lived experiences', Journal for Multicultural Education, 16 30-42 (2022) [C1]
|
|
Nova |
2022 |
Díaz-Martín C, Gómez-Parra M-E, Tafazoli D, 'Estudiando la identidad profesional de docentes en formación de educación primara en AICLE: diseño y validez de un cuestionario', Aula Abierta, 51 329-340 [C1]
|
|
Nova |
2022 |
Tafazoli D, Atefi Boroujeni S, 'Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers lived experiences', Journal for Multicultural Education, 16 30-42 (2022)
|
|
|
2022 |
Tafazoli D, 'CALL TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT: A RETROSPECTIVE SYNTHESIS OF THE TWO DECADES OF TEACHING ENGLISH WITH TECHNOLOGY', Teaching English with Technology, 22 1-19 (2022) [C1]
Since 2001, Teaching English with Technology (TEwT) has published hundreds of research articles to improve the quality of applying technology in language education and research. T... [more]
Since 2001, Teaching English with Technology (TEwT) has published hundreds of research articles to improve the quality of applying technology in language education and research. This collection of articles has covered many aspects of Computer-Assisted Language Learning (CALL); however, due to the importance of CALL teacher education and professional development, a research synthesis of the two decades of TEwT¿s articles holds the potential to screen the field at large over that time period. By examining the published articles on CALL teacher education and professional development, data analysis revealed that most of them focused on ¿teachers¿ perceptions, attitudes, and experiences,¿ ¿CALL practicum,¿ ¿teachers¿ knowledge, literacies, and skills¿ and ¿CALL affordances and hindrances¿. This study might help as an extant inventory of CALL research interests over the first 20 years of the Journal¿s existence.
|
|
Nova |
2022 |
Jamaleddin F, Kamyabigol A, Tafazoli D, 'Systematic analysis of Computer-Assisted Language Learning (CALL) research in Iran', Journal of Teaching Persian to Speakers of Other Languages, 11 3-38 (2022) [C1]
|
|
Nova |
2022 |
Tafazoli D, Egan K, 'Antagonism between western and Islamic cultures in Iranian English textbooks', PORTA LINGUARUM, 63-88 (2022) [C1]
|
|
Nova |
2022 |
Rahimi AR, Tafazoli D, 'The role of university teachers 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior', JALT CALL Journal, 18 238-263 (2022) [C1]
Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes t... [more]
Due to the massive integration of Information and Communication Technologies (ICTs) in higher education, teachers need to be highly digital competent and have positive attitudes to manage their classes effectively. In this regard, the European Framework for the Digital Competence of Educators (DigCompEdu) introduces a paradigm known as 21st-century competence that all teachers should acquire. Recently, scholars have explored the dimension of teachers¿ digital competence in the 21st century relating to a digital context. Thus, this explanatory study wants to take a step forward to add to the literature the role of university teachers¿ 21st-century digital competence in their attitudes toward ICT integration. To meet the end, a questionnaire was designed and administered to 350 Iranian university teachers who implemented ICTs in their classes. The result of partial least squares analysis (PLS-SEM) reveals the significant relationship between university teachers¿ information and data literacy, digital content creation, communication and collaboration, and problem-solving skills with three antecedents of behavioral intention and actual behavior for employing ICTs. Related pedagogical implications are addressed, such as running some teacher training programs for teachers to escalate their 21st-century digital competencies and making teachers aware of the role of these factors in managing their classes with ICTs.
|
|
Nova |
2022 |
Mohammadi G, Tafazoli D, 'Developing Teachers Reflective Practices through a Virtual Exchange Program', CALL-EJ, 23 215-232 (2022) [C1]
This qualitative case study aimed at investigating the extent to which EFL teachers¿ reflective practices can be developed based on a six-week virtual exchange program (VEP) throu... [more]
This qualitative case study aimed at investigating the extent to which EFL teachers¿ reflective practices can be developed based on a six-week virtual exchange program (VEP) through reflective journals. Also, the potential contribution of this virtual exchange program to teachers¿ professional development and possible affordances to reflective practices were investigated through semi-structured interviews. Data obtained from reflective journals were analyzed based on the reflection scale. Moreover, content analysis was employed to analyze the interview data. The findings revealed that virtual exchange programs developed teachers¿ reflective practices. In particular, VEP was seen to open up opportunities for teachers to develop new professional partnerships, collaborative academic initiatives, and collaboration skills, also to introduce more innovative approaches in their current teaching practice.
|
|
Nova |
2021 |
Tafazoli D, 'Affordances of computer-assisted language learning in higher education: A qualitative inquiry', Lenguas Modernas, 58 55-70 (2021) [C1]
|
|
Nova |
2021 |
Tafazoli D, 'Teaching English with Shaad: Suggestions for a better experience', ROSHD Foreign Language Teaching, 35 1-6 (2021) |
|
|
2021 |
Tafazoli D, 'Review of the book International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing, by A. Burns & J. Siegel (Eds.)', Roshd Foreign Language Teaching, 35 30-31 (2021) |
|
|
2021 |
Tafazoli D, Picard M, 'Guest Editorial: New Literacies in Language Education', Aula Abierta, 50 557-558 (2021) |
|
|
2021 |
Tafazoli D, 'Language Teachers' Professional Development and New Literacies: An Integrative Review', Aula Abierta, 50 603-614 (2021) [C1]
|
|
Nova |
2021 |
Tafazoli D, '[Review of the book Gameful second and foreign language teaching and learning: Theory, research, and practice, by J. Reinhardt]', Roshd Foreign Language Teaching, 134 33-35 (2021) |
|
|
2021 |
Tafazoli D, 'Teachers readiness for online language teaching: An ecological approach', Journal of Foreign Language Research, 11 375-392 (2021) [C1]
|
|
Nova |
2021 |
Tafazoli D, 'CALL teachers professional development amid the COVID-19 outbreak: A qualitative study', CALL-EJ, 22 4-13 (2021) [C1]
|
|
Nova |
2021 |
Omrani B, Tafazoli D, 'English language learners pragmatic knowledge: Do motivation type and proficiency level matter?', Lenguas en Contexto, 12 6-17 (2021) [C1] |
|
Nova |
2021 |
Tafazoli D, 'English Language Teaching with Shaad: Suggestions for a Better Experience', ROSHD Foreign Language Teaching, 35 1-6 (2021) [C1] |
|
Nova |
2020 |
Tafazoli D, Picard M, 'Guest editorial: Technology in language education', Quarterly of Iranian Distance Education Journal, 2 i-ii (2020)
|
|
|
2020 |
Tafazoli D, Gómez Parra ME, Huertas-Abril C, 'A cross-cultural qualitative study on students attitudes towards computer-assisted language learning', The Qualitative Report, 25 1841-1855 (2020)
|
|
|
2020 |
Tafazoli D, Gómez-Parra ME, Huertas-Abril C, 'Teachers Computer-Assisted Language Learning (CALL) literacy: A comparative study in Spain and Iran', International Journal for 21st Century Education, 7 3-18 (2020) [C1]
|
|
Nova |
2020 |
Tafazoli D, Gómez Parra ME, Huertas-Abril C, 'A cross-cultural qualitative study on students attitudes towards computer-assisted language learning', The Qualitative Report, 25 1841-1855 (2020) [C1]
|
|
Nova |
2019 |
Tafazoli D, Huertas Abril CA, Elena Gómez Parra M, 'Technology-based review on computer-assisted language learning: A chronological perspective', Pixel-Bit, Revista de Medios y Educacion, 29-43 (2019)
|
|
|
2019 |
Tafazoli D, Parra MEG, Abril CAH, 'Attitude towards computer-assisted language learning: Do gender, age and educational level matter?', Teaching English with Technology, 19 22-39 (2019)
|
|
|
2019 |
Tafazoli D, María, Parra EG, Abril CAH, 'Intelligent language tutoring system: Integrating intelligent computer-assisted language learning into language education', International Journal of Information and Communication Technology Education, 15 60-74 (2019)
|
|
|
2018 |
Tafazoli D, Sadeghi S, 'A Comparative Study on the Professional Identity of Current and Prospective Teachers', International Journal of Virtual and Personal Learning Environments, 8 24-45 (2018)
|
|
|
2018 |
Piri S, Tafazoli D, 'Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors', International Journal of Virtual and Personal Learning Environments, 8 68-78 (2018)
The current study aims to investigate Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors, offering a possible range of individual differenc... [more]
The current study aims to investigate Iranian EFL learners' cognitive styles and their explanations of conceptual metaphors, offering a possible range of individual differences in metaphor processing. 71 participants were asked to explain some established conceptual metaphors that are commonly used in English. Then, their cognitive styles were classified into ¿analytic¿ or ¿holistic¿ and ¿imager¿ or ¿verbalizer¿ by means of cognitive styles test. Data analysis revealed that 29 participants (40.85%) explained the three conceptual metaphors by making structural correspondences between source and target domain. Moreover, 20 participants (28.17%) explained at least one of the metaphors by applying elements which were not part of the source domain. The results of the experiment revealed that learners with ¿holistic¿ cognitive styles were more likely to blend their conception of the target domain with the source domain in comparison to participants with ¿analytic¿ styles; also, ¿imagers¿ were more likely than ¿verbalizers¿ to refer to stereotypical images to explain the metaphors.
|
|
|
2018 |
Mesgar M, Tafazoli D, 'Online metacognitive reading strategies by internal and external locus of control', International Journal of Virtual and Personal Learning Environments, 8 38-50 (2018)
This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were ... [more]
This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were selected through locus of control questionnaire and it is followed by OSORS questionnaire to measure online metacognitive strategies used by students. The results of study revealed that online metacognitive reading strategies used mostly by internal locus of control students rather than external locus of control students. There were clear interrelationships among types of metacognitive reading strategies used and internal locus of control characteristics. Among three subcategories of metacognitive strategies, students with internal locus of control are more interested to use global strategies, whereas students with external locus of control tend less to use this strategy. Also, there was no significant difference in using problem-solving and supportive strategies used by the students.
|
|
|
2018 |
Solgi F, Tafazoli D, 'The necessity of teaching culture in English as a foreign language courses: Iranian perspective', Journal of Language and Linguistic Studies, 14 1-11 (2018) [C1] |
|
|
2018 |
Tafazoli D, Parra MEG, Abril CAH, 'A cross-cultural study on the attitudes of English language students towards Computer-Assisted Language Learning', Teaching English with Technology, 18 34-68 (2018)
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furt... [more]
The purpose of this study was to compare the attitude of Iranian and non-Iranian English language students' attitudes towards Computer-Assisted Language Learning (CALL). Furthermore, the relations of gender, education level, and age to their attitude are investigated. A convergent mixed methods design was used for analyzing both quantitative and qualitative data. In the data collection procedure, an online 44-item web-based questionnaire was applied in order to collect data from 415 students. In the data analysis phase, both descriptive and non-parametric analyses were performed. The findings of the study revealed that there is no difference between the attitudes of Iranian and non-Iranian towards CALL. Finally, pedagogical implications and recommendations for further research are presented.
|
|
|
2017 |
Tafazoli D, Parra MEG, Abril CAH, 'Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching', Theory and Practice in Language Studies, 7 716-716
|
|
|
2016 |
Partovi N, Tafazoli D, 'On the relationship between Iranian EFL teachers self-regulation, self-resiliency, gender and teaching experience', Research in English Language Pedagogy, 4 7-25 (2016) |
|
|
2014 |
Solgi F, Tafazoli D, 'Collocation learning through CALL: Comparing in-class & out-of-class instructions', International Journal of Instructional Technology and Distance Learning, 11 31-42 (2014) |
|
|
2014 |
Tafazoli D, Golshan N, 'Review of computer-assisted language learning: History, merits & barriers', International Journal of Language and Linguistics, 2 32-38 (2014) |
|
|
2013 |
Kargozari HR, Tafazoli D, 'Computer-mediate discourse & memes', Modern Journal of Applied Linguistics, 5 162-171 (2013) |
|
|
2013 |
Tafazoli D, 'Wordling: Using word clouds in teaching English language', International Journal of Instructional Technology and Distance Learning, 10 53-58 (2013) |
|
|
2013 |
Tafazoli D, Golshan N, Piri S, 'The frequency taxonomy of syntactico-morphological errors in Persian-English translation based on contrastive analysis & error analysis', Journal of Academic and Applied Studies, 3 13-21 (2013) |
|
|
2013 |
Chirimbu SC, Tafazoli D, 'Technology & media: Applications in language classrooms (TEFL, TESL & TESOL)', Professional Communication and Translation Studies, 6 187-194 (2013) |
|
|