سال نو مبارک 🥳🥳🥳🥳🥳🥳🥳🥳🥳

Tafazoli, D. (2021). CALL teachers’ professional development amid the COVID-19 outbreak: A qualitative study. CALL-EJ, 22(2), 4-13.

Call for Book Chapter:
Reimagining Influence in TESOL: Deconstructing Female Leadership Identity

Tafazoli, D. (2021). [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(3), 30-31.

Call for papers - CALL Teacher Education and Professional Development

Dear Colleagues,

Currently, I am in the process of editing a forthcoming publication ennoscriptd “CALL Teacher Education”, to be published as a special issue of the ‘Teaching English with Technology’ journal, indexed in Scopus (Q1 in Language and Linguistics).

I would like to take this opportunity to cordially invite you to submit your work for consideration in this special issue.

Please visit the attached file for more details regarding this publication and the CFP.
If you have any questions or concerns, please do not hesitate to contact me. Thank you very much for considering this invitation, and I hope to hear from you soon!

Best wishes,
Dara Tafazoli

Book review of our published book (2020).
http://dx.doi.org/10.1558/cj.37814

Book review of our published book (2020).
https://doi.org/10.2989/16073614.2020.1835502

با سلام و عرض ادب به همه

2 روز پیش ویژه نامه من و همکارم با عنوان
New Literacies in Language Education
در ژورنال Aula Abierta توسط دانشگاه اوویدیو، اسپانیا، چاپ شد. این ژورنال در Scopus و Web of Science نمایه می شود.
فهرست این ویژه نامه در زیر قابل مشاهده است:

Tafazoli, D., & Picard, M. (Australia). Guest Editorial: New Literacies in Language Education. https://reunido.uniovi.es/index.php/AA/article/view/16555

Albers, P., & Seely Flint, A. (USA). New literacies in a rural South African primary school. https://doi.org/10.17811/rifie.50.2.2021.559-566

Alcalde Peñalver, E., & Santamaría Urbieta, A. (Spain). Digital Storytelling in ESP: Towards a New Literacy in Hybrid Language Learning. https://doi.org/10.17811/rifie.50.2.2021.567-576

Nami, F. (Iran). How computer assisted language learning literacy is conceptualized in research? The road thus far. https://doi.org/10.17811/rifie.50.2.2021.577-584

Krajka, J. (Poland). Non-Native Teachers Investigating New Englishes: Is Data-Driven Teaching a Part of 21st Century Digital Literacy?. https://doi.org/10.17811/rifie.50.2.2021.585-592

Gómez-Parra, M.-E. (Spain). Impact of virtual vs. face-to-face learning on 21st-century skills among pre-service bilingual teachers. https://doi.org/10.17811/rifie.50.2.2021.593-602

Tafazoli, D. (Australia). Language Teachers’ Professional Development and New Literacies: An Integrative Review. https://doi.org/10.17811/rifie.50.2.2021.603-614

McCallum, L. (UK). The Development of Foundational and New Literacies with Digital Tools Across the European Higher Education Area. https://doi.org/10.17811/rifie.50.2.2021.615-624

Huertas-Abril, C. A. (Spain). Developing Speaking with 21st Century Digital Tools in the English as a Foreign Language Classroom: New Literacies and Oral Skills in Primary Education. https://doi.org/10.17811/rifie.50.2.2021.625-634

Alm, A., & Watanabe, Y. (New Zealand). Functional caption literacy development through intra-formal L2 viewing. https://doi.org/10.17811/rifie.50.2.2021.635-642

Tafazoli, D., & Picard, M. (2021). Guest editorial: New literacies in language education. Aula Abierta, 50(2), 557-558. https://doi.org/10.17811/rifie.50.2.2021.557-558

Tafazoli, D. (2021). Language teachers’ professional development and new literacies: An integrative review. Aula Abierta, 50(2), 603-614. https://doi.org/10.17811/rifie.50.2.2021.603-614

با افتخار به عنوان عضو کمیته علمی هفتمین همایش بین المللی "آموزش دوزبانه" از شما دعوت می کنم تا در این کنفرانس 4 روزه شرکت نمایید.

26-29 اکتبر، دانشگاه کوردوبا، اسپانیا
https://conference.bilingualeducation.es/

"Flipped classrooms have hit the spotlight as an alternative pedagogical method for:

- better use of class time,
- increased interaction,
- student empowerment and engagement,
- opportunities for active learning,
- flexibility to review materials at one’s own pace,
- more practice time, and
- flourishing group work, collaboration and social learning". (p. 204)

Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30(3-4), 204-222. https://doi.org/10.1080/09588221.2017.1301958

CALL Literacy Tip:

Duration of podcasts, vodcasts, screencasts, or any pre-recorded videos should be kept short to avoid distraction, and well planned to make content readily digestible (p. 220).

Another good paper by Iranian authors.

Ahmadi, A., Sahragard, R., & Babaie Shalmani, H. (2017). Anthropomorphism – matters or not? On agent modality and its implications for teaching English idioms and design decisions. Computer Assisted Language Learning, 30(1-2), 149-172. https://doi.org/10.1080/09588221.2017.1284132

CALL Literacy Tip:

Benefits of the blended learning approach:

- minimises the boundary of only attending face-to-face and online classroom (Kuo et al., 2015),
- offers greater teaching and learning flexibility for both teachers and students (Alastuey & Perez, 2013; López-Pérez et al., 2011)
- reduces course spending in comparison to traditional settings (López-Pérez et al., 2011),
- improves students’ communication skills (Zibin & Altakhaineh, 2018),
- enables student-teacher interactions (Zibin & Altakhaineh, 2018),
- expedites student-teacher engagement in both the online and offline environment (Zibin & Altakhaineh, 2018),
- allows teachers and students flexibility to organise their learning, track the learning progress whenever and wherever they are, as well as self-reflect on their own learning (Alastuey & Perez, 2013).

Main source:
Mulyono, H., Ismayama, D., Liestyana, A. R., & Komara, C. (2021). EFL teachers' perceptions of Indonesian blended course across gender and teaching levels. Teaching English with Technology, 21(1), 60-74.