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.

با سلام و عرض ادب
یکی از وظایف من در دانشگاه، طراحی ابزاری برای سنجش قابلیت های دیجیتالی دانشجویان و کارکنان هستش. تو فاز اول، پرسشنامه ای برای دانشجویان آماده کردم که اگرچه برای دانشگاه نیوکاسل طراحی شده اما هر دانشجویی در هر رشته ای میتونه بهش جواب بده.

می خوام ازتون خواهش کنم تا به پرسشنامه زیر پاسخ بدین و در صورت امکان برای دوستان و همکاران نیز ارسال بفرمایید.

حدود 5 تا 10 دقیقه زمان ارزشمند شمارو میگیره.

https://bit.ly/3jLLo7T

با سپاس
دارا تفضلی

اگر براتون فیلتر بود میتونین از لینک زیر وارد بشین:
https://blue-uon.com/blue/fp.aspx?lang=eng&pid=6cef0aa9-47a9-45ae-9e2b-526404132017&GroupID=97259be9-997e-4afb-8a91-f0a75d40240f&regl=en-US&foId=ab53be6b-39d4-4f30-943e-9a07e3a2c9f8

Rafiee, M., & Abbasian-Naghneh, S. (2021). E-learning: Development
of a model to assess the acceptance and readiness of technology among language learners. Computer Assisted Language Learning, 34(5-6), 730-750. https://doi.org/10.1080/09588221.2019.1640255

Nazari, M., & Xodabande, I. (2020). L2 teachers’ mobile-related beliefs and practices: contributions of a professional development initiative. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1799825

Meihami, H. (2021). A narrative inquiry into Iranian EFL teacher educators' voice about challenges of CALL teacher education. Teaching English with Technology, 21(2), 92-111.

Fathali, S., & Emadi, A. (2021). CALL research in Iran: An integrative review of the studies between 2007 and 2019. CALL-EJ, 22(3), 33-51.

.
#نشر_لوگوس به زودی منتشر می کند:

#آموزش_زبان_فارسی_با_فناوری
از نظریه تا کاربرد
با پیشگفتار استاد عزیزمان سید محمد ضیا حسینی

با همکاری سرکارخانم/جناب آقای/ دکتر
فاطمه نامی
سارا فرشادنیا
زری سعیدی
احسان طوفانی نژاد
بابک خوش نویسان
عرفان جلالی
فرانک جمال الدین
امیررضا رحیمی
نرجس شیخ اسدی
نسرین عبدالملکی
زهرا تهوری
آذین اکرمی
سارا سردشتی بیرجندی
پوریا محمد علمی
الهه یزدی صفا

و سپاس ویژه از
دکتر علی اصغر سلطانی
ندا شکوهی
جاوید تفضلی

اطلاعات بیشتر در پست های بعدی.

Call for Book Chapter

Emailing Call for Book Chapters.pdf

CALL Literacy Tip:

Benefits of Computer-Mediated Communication (CMC) for language teachers (Wu et al., 2014, p. 229):

- Teachers can interact personally, socially, and professionally (Vrasidas & Glass, 2004),
- It creates opportunities for teachers to reflect on their teaching practice (Hawkes & Romiszowiski, 2001),
- Engage in discourse with teacher educators (Meskill, 2009),
- Share expertise (Job-Sluder & Barab, 2004),
- Promote collaborations with their peers (Dooly & Sadler, 2013), and
- CMC can foster the formation of communities of practice that can promote teachers’ professional development (Riordan & Murry, 2012; Yang, 2009).

Main source:
Wu, H., Gao, J., & Zhang, W. (2014). Chinese EFL teachers' social interaction and socio-cognitive presence in synchronous computer-mediated communication. Language Learning & Technology, 18(3), 228-254. http://llt.msu.edu/issues/october2014/wugaozhang.pdf