اخبار و اعلانات
آمار
| تعداد نشریات | 19 |
| تعداد شماره‌ها | 380 |
| تعداد مقالات | 3,131 |
| تعداد مشاهده مقاله | 4,251,744 |
| تعداد دریافت فایل اصل مقاله | 2,846,082 |
تحلیل نظام مند پژوهشهای آموزش و یادگیری زبان به کمک فناوری در ایران (مقاله فارسی) | ||
| پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان | ||
| مقاله 3، دوره 11، (2)- ویژه نامه مقالات CALL ، زبان شناسی و آموزش زبان - شماره پیاپی 24، مهر 1401، صفحه 3-38 اصل مقاله (1.74 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/jtpsol.2023.17502.1600 | ||
| نویسندگان | ||
| فرانک جمال الدین1؛ عطیه کامیابی گل* 2؛ دارا تفضلی3 | ||
| 1دانشجوی دکتری زبانشناسی دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 2نویسندۀ مسئول، دانشیار گروه زبان و ادبیات فارسی و گروه زبانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 3پژوهشگر گروه تعلیم و تربیت دانشگاه نیوکاسل استرالیا | ||
| تاریخ دریافت: 17 تیر 1401، تاریخ بازنگری: 03 آذر 1401، تاریخ پذیرش: 19 آذر 1401 | ||
| چکیده | ||
| پرواضح است که جهان امروز با سرعت فزاینده‌ای در حال دگرگونی است. در چنین جهانی، تحول سریع فناوری‌ها و مسائل اجتماعی، منجر به بروز شیوه‌های آموزشی نوین و بهطور خاص شیوه‌های نوین در آموزش زبان شده است. با توجه به گستردگی و تنوع جمعیت مشتاقان، فراگیری زبان فارسی و دشواری آموزش حضوری زبان فارسی برای علاقه‌مندان و عدم وجود منابع کافی و منطبق با فناوری‌های روز، ضرورت وجود منابع درسی مبتنی با فناوری‌های نو، در حوزة آموزش زبان فارسی بهعنوان زبان خارجی/ دوم احساس می‌شود. از آنجا که مطالعات تحلیلی نظاممند، پژوهشهای مختلف را یکجا جمع آورده و تحلیل می‌کنند تا پژوهشگران، برنامة مطالعاتی و سیاست‌های پژوهشی خود را بر اساس آنها اتخاذ کنند. پژوهش حاضر، به تحلیل نظاممند پژوهشهای انجام شده در زمینة آموزش و یادگیری زبان، به کمک فناوری در داخل ایران می پردازد تا تصویری کلی از وضعیت فناوری در آموزش و یادگیری زبان‌ها در داخل ایران بهویژه آموزش و یادگیری زبان فارسی به کمک فناوری را ترسیم نماید. به این منظور، تمام نشریات داخلی مرتبط با زبان؛ شامل 42 عنوان از فهرست نشریات علمی – پژوهشی کشور انتخاب شدند و آرشیو شمارگان آنها در فاصلة سال‌های 2010 تا 2022، مورد بررسی قرار گرفت. درنهایت، از میان 225 مقاله در زمینة آموزش زبان به کمک فناوری، تنها 11 مورد دربارة آموزش زبان فارسی به کمک فناوری شناسایی شد. از مهمترین یافته های این تحلیل، میتوان به سهم اندک آموزش و یادگیری زبان فارسی از بهرهمندی از فواید فناوری اشاره کرد. | ||
| کلیدواژه‌ها | ||
| آموزش زبان فارسی به غیرفارسی‌زبانان؛ آموزش و یادگیری زبان به کمک فناوری؛ آموزش و یادگیری زبان فارسی به کمک فناوری؛ تحلیل نظاممند | ||
| عنوان مقاله [English] | ||
| Systematic Analysis of Computer-Assisted Language Learning (CALL) Research in Iran | ||
| نویسندگان [English] | ||
| Faranak Jamaleddin1؛ Atiyye Kamyabigol2؛ Dara Tafazoli3 | ||
| 1PhD student, Department of Linguistics, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran | ||
| 2Corresponding Author, Assistant Professor, Department of Persian Language and Literature and Department of Linguistics, Ferdowsi University of Mashhad, Iran | ||
| 3Researcher, School of Education, The University of Newcastle, Australia | ||
| چکیده [English] | ||
| Today's world is evolving at an increasing speed. In such a world, the rapid evolution of technologies and social issues has led to the emergence of new educational methods, especially new language teaching methods. Considering the wide and diverse population of language learners interested in Persian language learning and the difficulty of face-to-face teaching in the current situation due to the COVID-19 pandemic, the importance of developing and creating teaching resources and content based on the current digital needs in teaching Persian as a foreign/second language is unavoidable. Therefore, the present study aims to systematically analyze the studies conducted in Computer-Assisted Language Learning (CALL) in Iran to provide an overall perspective of the status of CALL in Iran. To meet the aim, in the time span of 2010 to 2022, 42 academic journals which are certified by the Ministry of Science, Research, and Technology (MSRT), focusing on language and language education, were selected. The researchers applied systematic analysis to review 225 articles which met the inclusion and exclusion criteria. The analysis revealed that only 12 articles were concentrated on Persian language teaching and learning, which proved the small share of CALL research in Persian language education in the Iranian research context compared to English language. Extended Abstract: The application of technology into language learning and teaching, called Computer-Assisted Language Learning (CALL), has gained popularity among language educators in recent decades, particularly during the COVID-19 pandemic. Therefore, many researchers have conducted various studies on diverse aspects of language education worldwide. Likewise, Iranian researchers have published massive studies on CALL. The researchers of this study believe that there should be a comprehensive analysis of the published papers focusing on CALL. Therefore, this systematic review presents an overall picture of CALL studies in Iran by concentrating on technological tools, research methods, data collection tools, taught languages, fields of studies, language skills and components, and theoretical frameworks. Following a systematic analysis, we investigated 42 language-related journals certified by the Ministry of Science, Research, and Technology in Iran which focused on language teaching and learning in the time span of 2010 to 2022. After specifying the inclusion and exclusion criteria, the first author used keywords such as technology, computer, mobile, flipped classroom, blended learning, online, digital, and their combinations and reached 225 articles. At the beginning of the study and during the data collection stage, the first thing that was felt was the lack of CALL studies in general and the severe lack of such studies, specifically in the field of Persian language education. However, in the last years of the adopted period, we saw a higher frequency of CALL studies in Iran which might be due to the COVID-19 pandemic and the need for more usage of educational technologies and online education. Another reason can be the familiarity and access of teachers and language learners to educational technologies. The results also indicated that multimedia tools have the largest contribution to CALL studies. In other words, CALL researchers and educators prefer to use multimedia tools more than other technologies which might be due to their availability, affordability, and rudimentary nature of these tools compared to newer and more complex ones. Among the studies that dealt with language skills and components, the largest share belongs to the writing skill and the least to the listening skill. Data analysis also revealed that the first place among the data collection tools belongs to the pre/post-tests (n=142), and questionnaires and interviews are in second and third places, respectively. The least used tool in data collection processes is researcher’s notes/journals (n=4). The studies fall within four main research method categories. The quantitative method has been the most popular research methodology (n=86). After that, mixed methods, qualitative, and literature review methods were placed in second to fourth positions. Regarding the taught languages, the largest share of studies is devoted to the English language, equaling 193 studies out of 225 studies. Interestingly, with 12 studies, Persian language has taken a tiny share of studies. Therefore, the need to research Persian education with technology in a world that is moving toward using technology in all disciplines is an undeniable need. Moreover, the results showed that a large number of studies focused on language skills and components, and in the second place on the psychological aspects, such as attitude, creativity, motivation, autonomy, self-efficacy, self-control, self-regulation, cognitive and metacognitive processes or strategies, teachers’ teaching styles, personality type, willingness to communicate, to name a few. Finally, many studies did not have a theoretical underpinning at all, and only 41 out of 225 studies enjoyed a theoretical framework in the form of a theory or model; among them, the most used was Vygotsky’s sociocultural theory (n=12). In conclusion, the researchers suggested further studies on CALL, particularly in Persian language teaching and learning. Also, we believe that language researchers in other taught languages at Iranian universities, including Arabic, French, Russian, and German, should start to investigate the benefits and barriers to CALL. | ||
| کلیدواژه‌ها [English] | ||
| Teaching Persian language to non-Persian speakers, Computer-Assisted Language Learning (CALL), Teaching Persian with technology, Systematic analysis | ||
| مراجع | ||
|
اکرمی، اعظم، قنسولی، بهزاد و محمد علمی، پوریا. (1397). طراحی و اعتبارسنجی مدلی برای تعیین سطح رایانه‌ای توانایی ترجمه انگلیسی به فارسی دانشجویان از طریق سنجش پویا. پژوهشهای زبانشناختی در زبانهای خارجی، 8(1)، 270-247. doi:10.22059/jflr.2017.240836.392
جمال‌الدین، فرانک. (1400). تاریخچه آموزش و یادگیری زبان به کمک فناوری. دارا تفضلی، آموزش زبان فارسی با فناوری از نظریه تا کاربرد، صص: 38-23. تهران: نشر لوگوس.
خزایی، سعید، زارعی، غلامرضا، کتابی، سعید و احمدپور کاسگری، زهرا. (1391). بررسی اثر شیوه ارائه محتوا و جنسیت فراگیران بر حافظه کوتاه‌مدت در فرایند یادگیری واژگان از طریق تلفن همراه. زبان‌پژوهی (علوم انسانی)، 6(11)، صص: 43- 64. doi:10.22051/jlr.2014.1089
خزایی، سعید، عابدی، محمدرضا، زارعی، غلامرضا و لطفی، احمدرضا. (1389). بررسی تاثیر حافظه کوتاه مدت بر توانایی یادگیری واژگان زبان انگلیسی فراگیران فارسی زبان از طریق تلفن همراه. نقد زبان و ادبیات خارجی، 2(4)، صص: 49-69. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=175620
رضایی، امیر، گردانی، یحیی و سحرخیز عربانی، آرش. (1391). تاثیر نرم‌افزارهای آموزش زبان انگلیسی بر انگیزه پیشرفت دانش‌آموزان. نقد زبان و ادبیات خارجی، 8 (66)، صص: 75-91.
فتحی، جلیل، نقشبندی، زانیار و محمدی، پیمان. (1400). اثربخشی تدریس مهارت نوشتار براساس روش وارونه بر عملکرد مهارت نوشتاری و خودتنظیمی زبان‌آموزان ایرانی. جستارهای زبانی، ۱۲(۴)، صص: 627-659. doi:10.29252/LRR.12.4.20
سلیمانی، حسن و رحمانیان، محبوبه. (1398). بازنگری فناوری در یادگیری: خود کنترلی و خودتنظیمی در یک دوره تلفیقی. پژوهشهای زبانشناختی در زبانهای خارجی، 9(4)، صص: 1104-1085. doi:10.22059/jflr.2019.280167.622
عمادی، سید رسول، وکیلی فرد، امیررضا و فرخنده، یونس. (1397). تاثیر آموزش به شیوه ی معمول و ترکیبی بر خلاقیت, انگیزش و یادگیری فارسی آموزان غیرایرانی. زبان پژوهی (علوم انسانی)، 10(28)، صص: 219-241. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=470665
مهرابی، مرضیه و هماپور، سپیده. (1397). بررسی تأثیر گونۀ بستر در کلاس‌های مجازی هم‌زمان بر درک شفاهی زبان‌آموزان ایرانی: مورد پلت‌فرم ادوبی کانکت و نر‌م‌افزار اسکایپ. جستارهای زبانی، 9(۲)، صص: 251-276. dorl.net/dor/20.1001.1.23223081.1397.9.2.10.7
ناعمی، زهره، و ناعمی، علی‌محمد. (1399). تاثیر فناوری اطلاعات و ارتباطات بر اشتیاق یادگیری و عملکرد تحصیلی در برنامةدرسی مکالمة زبان عربی. پژوهشهای زبانشناختی در زبانهای خارجی، 10(1)، صص: 216-232. doi:10.22059/jflr.2019.289160.681
نعمتی سرخی، محبوبه. (1398). بررسی تأثیر روش یاددهی- یادگیری معکوس بر پیشرفت مهارت خواندن و نوشتن فارسی آموزان غیرفارسی زبان. پژوهش نامه آموزش زبان فارسی به غیر فارسی زبانان، 8(2)، صص: 251-266. doi:10.30479/jtpsol.2019.11116.1448
References:
Abtahi, M., Abadikhah, S., & Dehqan, M. (2020). The influence of computer-based and collaborative handwritten peer feedback on the writing performance of EFL learners. Journal of Modern Research in English Language Studies, 7(3), 92-113. doi:10.30479/jmrels.2020.12281.1527
Ahmadpour, L., & Yousefi, M. (2016). The role of mobile-assisted language learning on EFL learners’ development of writing accuracy, fluency, and complexity. Journal of Modern Research in English Language Studies, 3(4), 105-118. doi:10.30479/elt.2016.1581
Akayoglu, S. (2019). Theoretical frameworks used in CALL studies: A systematic review. Teaching English with Technology, 19(4), 104-118.
Akrami, A., Ghonsooly, B., & Mohammad Alami, P. (2018). Designing and validating a model of computerized English-Persian translation placement test, using dynamic assessment approaches. Foreign Language Research Journal, 8(1), 247-270. ]In Persian[. doi:10.22059/jflr.2017.240836.392
Amiryousefi, M. (2017). Effects of task complexity increase on computer-mediated L2 writing and temporal distribution of cognitive and metacognitive processes. Journal of Research in Applied Linguistics, 8(2), 187-210. doi:10.22055/rals.2017.13097
Arabloo, P., Hemmati, F., Rouhi, A., & Khodabandeh, F. (2021). The effect of technology-aided project-based learning on EFL learners' language proficiency and self-regulation. Foreign Language Research Journal, 11(2), 273-295. doi:10.22059/jflr.2021.316780.798
Babazadeh Aghdam, A., Ramazani, F., Naderi, E., & Roshanchesli, M. (2021). On Arabic language and literature learners’ viewpoint regarding the impact of attitude toward technology on academic stress and Arabic language teaching. Studies in Arabic Teaching and Learning, 5(2), 173-190. doi:10.22099/jsatl.2021.40639.1127
Ballıdağ, S., & Dikilitaş, K. (2021). Preparatory school teachers’ self-directed online professional development. Iranian Journal of Language Teaching Research, 9(3), 25-38. doi:10.30466/ijltr.2021.121074
Baradaran, A., & Hanifehzadeh, S. (2013). The comparative effects of using electronic short story books and tradtional printed texts on EFL learners’ reading comprehension. Journal of Language and Translation, 3(2), 45-53.
Beheshti, Z., Nejadansari, D., & Barati, H. (2020). The role of literature-based activities and emotional intelligence in WhatsApp assisted writing of Iranian engineering students. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 59-84.
Bilki, Z., Satar, M., & Sak, M. (2022). Critical digital literacy in virtual exchange for ELT teacher education: An interpretivist methodology. ReCALL FirstView, 1–16. doi:10.1017/S095834402200009X
Birjandi, P., & Ebadi, S. (2010). Dynamic assessment in synchronous computer mediated communication (SCMC). Teaching English Language, 3(1), 93-122. doi:10.22132/tel.2009.128616
Birks, M., & Mills, J. (2011). Grounded theory: A practical guide. United States: SAGE.
Booton, S., A., Hodgkiss, A., & Morphy, V., A. (2021). The impact of mobile application features on children’s language and literacy learning: A systematic review. Computer Assisted Language Learning. doi:10.1080/09588221.2021.1930057
Cavanagh, S. (1997). Content analysis: Concepts, methods and applications. Nurse Researcher, 4(3), 5-13. doi:10.7748/nr1997.04.4.3.5.c5869
Chahkandi, F. (2021). Online Pandemic: Challenges of EFL faculty in the design and implementation of online teaching amid the Covid-19 outbreak. Foreign Language Research Journal, 10(4), 706-721. doi:10.22059/jflr.2021.313652.774
Chastain, K. (1988). Developing second-language skills theory and practice (3rd ed.). Florida: Harcourt Brace Jovanovich.
Chen, C. M., Tan, C. C., & Lo, B. J. (2016). Facilitating English-language learners’ oral reading fluency with digital pen technology. Interactive Learning Environments, 24(1), 96–118. doi:10.1080/10494820.2013.817442
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. eighth edition. London: Routlrdge
Cooper, H. (1998). Synthesizing research: A guide for literature review (3rd ed.). United States: SAGE.
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021): Using gamification to support learning English as a second language: A systematic review, Computer Assisted Language Learning, doi:10.1080/09588221.2019.1648298
Derakhshan, A. (2021). Emergence distance education (EDE) role in the learning of English language skills during COVID-19 pandemic. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 41-82. doi:10.22099/jtls.2021.39849.2948
Ducate, L., & Lomicka, L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. doi:10.1080/09588220701865474
Dusti, M., Amirian, Z., & Nejadansari, D. (2021). Application of web quest-based instruction in higher education context: EFL students’ achievement in writing skill. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 13(27), 113-136. doi:10.22034/elt.2021.42866.2312
Ebadi, S., Khazaie, S., & Bashiri, S. (2020). Technology acceptance of NAVID learning management system in the Iranian medical English courses under the COVID-19 pandemic. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 401-433. doi:10.22034/elt.2021.42131.2296
Eghtesad, S. (2020). Apprentissage collaboratif d’expression écrite du français sur Instagram. Plume, Revue semestrielle de l'Association Iranienne de Langue et Littérature Françaises, 16(31), 29-54. ]In French[ doi:10.22129/plume.2020.238786.1150
Emadi, S., Vakilifard, A., & Farkhondeh, Y. (2018). Comparing the effect of traditional and blended instructional approaches on the creativity, motivation, and learning of non-Iranian learners of Persian language. Zabanpazhuhi (Journal of Language Research), 10(28), 219-241. ]In Persian[. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=470665
Fathi J, Naghshbandi Z, & Mohamadi P. (2021). The effect of a flipped writing classroom on writing performance and self-regulation of Iranian EFL learners. Language Related Research, 12 (4), 627-659. ]In Persian[. lrr.modares.ac.ir/article-14-37930-fa.html
Fathi, J., & Barkhoda, J. (2021). Exploring the effect of the flipped classroom on EFL learners' reading achievement and self-efficacy. Foreign Language Research Journal, 11(3), 435-452. doi:10.22059/jflr.2021.330102.889
Felix, U. (2005). Analyzing recent CALL effectiveness research – towards a common agenda. Computer Assisted Language Learning 18(1), 1–32.
Golonka, M., E., Bowles, A., R., Frank, V., M., Richardson, D., L., & Freynik, S. (2014) Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. doi:10.1080/09588221.2012.700315
Gooniband Shooshtari, Z., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level. Applied research on English Language, 2(4), 65-79. https://www.sid.ir/en/journal/ViewPaper.aspx?id=329249
Gooniband Shooshtari, Z., Jalilfar, A., & Ahmadpour Kasgari, Z. (2016). Learning styles and the writing process in a digitally blended environment: Revising, switching, and pausing behaviors in focus. Issues in Language Teaching, 5, 1, 82-51. doi:10.22054/ilt.2016.7726
Gough, D., Oliver, S & Thomas, J. (2012) Introducing systematic reviews. In D. Gough, S. Oliver & J. Thomas (Eds) An Introduction to Systematic Reviews. London: Sage
Hajimaghsoodi, A. & Maftoon, P. (2018). Iranian EFL learners’ perception of the efficacy and affordance of Activity theory-based computer assisted language learning in writing achievement. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 36(4), 33-66. doi:10.22099/jtls.2018.24838.2222
Hassaskhah, J., Barekat, B., & Farhang asa, N. (2014). Reading performance of Iranian EFL learners in paper and digital texts. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 33(1), 1-21. doi:10.22099/jtls.2014.2020
Higgins J, Green S. (2011). Cochrane handbook for systematic reviews of interventions. London: The Cochrane Collaboration.
Hoomanfard, M., & Rahimi, M. (2021). Effect of computer-mediated vs. face-to-face peer feedback on L2 introverted vs. extroverted learners’ writing ability and language-related episodes. Journal of Language Horizons, 5(2), 51-73. doi:10.22051/lghor.2020.32628.1353
Wang, S., & Comac, L. (2008). Using audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198. doi:10.1080/09588220801943775
Hubbard, P., & Levy, M. (2016). Theory in computer-assisted language learning research and practice. In F. Farr & L. Murray (Eds.), The Routledge Handbook of Language Learning and Technology (pp. 24-38). Abingdon, Oxon, United Kingdom: Routledge. doi:10.4324/9781315657899
Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning 18.5, 351–368.
Jahangard, A., & Norouzizaddeh, M. (2020). An online system’s effect on Iranians’ EFL academic writing performance across different proficiency levels. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(25), 149-173.
Jamaleddin, F. (2021). A history of CALL. In D. Tafazoli (Ed.), Teaching Persian with technology from theory to practice (pp. 23-38). Tehran, Iran: Logos. ]In Persian[
Kazemainy, F., Barjesteh, H., Golagahei, N., & Nasrollahi Mouziraji, A. (2020). Agile development of a custom-made vocabulary mobile application: A critical qualitative approach. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 38(4), 43-93. doi:10.22099/jtls.2020.36398.2786
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic Web‐based projects. Language Learning & Technology, 16, 91–109. doi:10125/44276
Ketabi, S., & Kavoshian, S. (2017). Innovative technology in English language teaching: The utility of mobile social network sites to improve teacher education. Teaching English Language, 11(1), 39-67. doi:10.22132/tel.2017.53530
Khazaie, S., Abedi, M. R., Zareie, GH. R., & Lotfi, A. R. (2010). Investigating the impact of short-term memory on the ability to learn English vocabulary of Persian language learners through mobile phones. Critical Language and Literary Studies, 2(4), 49-69. ]In Parsian[. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=175620
Khazaie, S., Zarei, G., Ketabi, S., & Ahmadpour, Z. (2014). An investigation into the Effect of content representation and gender on learners' short-term memory: A study of cell-phone assisted vocabulary learning. Zabanpazhuhi (Journal of Language Research), 6(11), 43-64. ]In Persian[. doi:10.22051/jlr.2014.1089
Khodabakhshi, M., Jafarigohar, M., & Soleimani, H. (2021). The effect of pre-class content delivery techniques on inferential reading comprehension: The case of flipped classrooms. Iranian Journal of English for Academic Purposes, 10(3), 102-121. dorl.net/dor/20.1001.1.24763187.2021.10.3.7.5
Khomeijani Farahani, A. A., Kaivanpanah, Sh., & Naseri, Z., S. (2019). The effect of task type on autonomous EFL learners’ interactive negotiations in a text-based synchronous computer-mediated context. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 11(24), 177-200
Khosravani, M., Khoshsima, H., & Mohamadian, A. (2020). On the effect of flipped classroom on learners’ achievement, autonomy, motivation and WTC: Investigating learning and learner variables. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(25), 175-189.
Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting vocabulary building, learning motivation, and cultural identity representation through digital storytelling for young Indonesian learners of English as a Foreign Language. Iranian Journal of Language Teaching Research, 10(1), 19-36. doi:10.30466/ijltr.2022.121120
Lee, S., M. (2022): A systematic review of context-aware technology uses in foreign language learning, Computer Assisted Language Learning, 35(3), 294-318. doi:10.1080/09588221.2019.1688836
Liakin, D., Cardoso, W., & Liakina, N. (2017). The pedagogical use of mobile speech synthesis (TTS): Focus on French liaison. Computer Assisted Language Learning, 30(3–4), 325–342.
Marboot, K., Roohani, A., & Mirzaei, A. (2020). Investigating Iranian EFL students’ metacognitive online reading strategies, critical thinking, and their relationship: A mixed-methods study. Issues in Language Teaching, 9(1), 151-182. doi:10.22054/ilt.2020.50833.475
Mehrabi, M., & Homapour, S. (2018). The effect of the substrate type in virtual concurrent classes on the oral comprehension of the Iranian language learners: The case of Adobe Connect platform and Skype software. Language Related Research, 9 (2), 251-276. ]In Persian[. lrr.modares.ac.ir/article-14-11271-a.html
Meri-Yilan, S. (2020). Task-based language learning through digital storytelling in a blended learning environment. In K. Borthwick & A. Plutino (Eds), Education 4.0 revolution: transformative approaches to language teaching and learning, assessment and campus design, 37-43. doi:10.14705/rpnet.2020.42.1085
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Mohammad-Salehi, B., & Vaez-Dalili, M. (2022). Examining EFL teachers’ perceptions of technological pedagogical content knowledge and web 2.0 technologies using a structural equation modeling technique. Journal of Modern Research in English Language Studies, 9(2), 51-76. doi:10.30479/jmrels.2021.14550.1779
Moradi, M., Oroji, M., & Jafari, S. (2020). The effect of a blended language environment on the grammar achievement and vocabulary learning of intermediate PFL learners. Journal of Teaching Persian to Speakers of Other Languages, 9(20), 287-305. doi:10.30479/jtpsol.2021.2463
Naemi, Z., & Naemi, A. (2020). Effectiveness of information and communication technology on the learning engagement and academic performance in the conversation of the Arabic language curriculum. Foreign Language Research Journal, 10(1), 216-232. ]In Persian[. doi:10.22059/jflr.2019.289160.681
Nami, F. (Ed.) (2020). Digital storytelling in second and foreign language teaching. Peter Lang.
Nami, F. (2021). The application of reflection journals for developing language teachers’ knowledge of technology-enhanced education: A case study of an online teacher education course. Foreign Language Research Journal, 11(3), 491-510. doi:10.22059/jflr.2021.330005.887
Nasri, M., Shafiee, S., & Sepehri, M. (2021). An investigation of Iranian intermediate EFL learners’ L2 motivation and attitude in a computer-assisted language learning environment. Issues in Language Teaching, 10(1), 355-389. doi:10.22054/ilt.2021.62359.614
Nazari, N., Nafissi, Z., & Estaji, M. (2020). The impact of an online professional development course on EFL teachers’ TPACK. Journal of Language Horizons, 4(1), 59-86. doi:10.22051/lghor.2020.29892.1248
Nemati, M. (2019). Investigating the effect of flipped teaching-learning method on Persian language learners' reading and writing skills. Journal of Teaching Persian to Speakers of Other Languages, 8(TOME 18), 251-266. ]In Persian[. doi:10.30479/jtpsol.2019.11116.1448
Nezakatgoo, B. & Fathi, J. (2019). Second language writing through blogs: An investigation of learner autonomy. Iranian Journal of Applied Language Studies, 11(2), 165-190. doi:10.22111/ijals.2019.5448
Norouzifard, A., Bavali, M., Zamanian, M., & Rassaei, E. (2022). The effect of augmented reality on adult EFL learners’ attitudes and motivation: A mixed methods study. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 41(1), 103-132. doi:10.22099/tesl.2021.40812.3008
Nushi, M., & Ghasemi, F. (2021). Teachers’ teaching styles and their beliefs about incorporating technology into L2 instruction: The case of Iranian EFL context. Foreign Language Research Journal, 11(3), 511-539. doi:10.22059/jflr.2021.329359.879
Ostovar-Namaghi, S., Maleki, M., & Mozaffari, F. (2019). Exploring EFL teachers’ perceptions of classroom video surveillance: A qualitative study. Journal of Language Horizons, 3(2), 199-214. doi:10.22051/lghor.2020.28408.1190
Okuno, T., & Hardison, D. M. (2016). Perception-production link in L2 Japanese vowel duration: training with technology. Language Learning & Technology, 20(2), 61–80.
Pourdana, N., Rafi, F., & Ghaemi, F. (2022). Computer-mediated diagnostic assessment of mixed-ability EFL learners’ performance on tiered tasks: Differentiating mediation on Google Meet™. Journal of Modern Research in English Language Studies, 9(2), 1-26. doi:10.30479/jmrels.2021.16118.1950
Rahimi, S., Ghonsooly, B., & Rezai, A. (2021). An online portfolio assessment and perception study of Iranian high school students’ English writing performance during the COVID-19 Pandemic. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 197-231. doi:10.22099/jtls.2021.39788.2946
Rajaei Najafabadi, M., Bakhshizadeh, Y., & Mirzaei, A. (2019). Developing EFL learners' oral proficiency through animation-based instruction of English formulaic sequences. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 38(1), 157-190. doi:10.22099/jtls.2019.33176.2678
Rashtchi, M., & Laleh, M. (2015). Use of films in dynamic assessment and the writing ability of Iranian deaf children. Journal of Language and Translation, 5(2), 1-11.
Razavi, N., Tabatabaei, O., Salehi, H., & Fotovatnia, Z. (2021). Relationship between cognitive styles in online courses and personality traits among Iranian male and female EAP students. Iranian Journal of English for Academic Purposes, 10(2), 23-36. dorl.net/dor/20.1001.1.24763187.2021.10.2.3.9
Rezaei Choshali, P., Sedghi, H., Eshkevari, S., & Zare Beromi, M. (2021). A critique of transformation in university teaching: Face to face teaching to online education during Covid-19 pandemic: A case of Arabic syntax at Kharazmi University. Studies in Arabic Teaching and Learning, 5(2), 101-124. doi:10.22099/jsatl.2021.41444.1136
Rezaei, A., Gordani. Y., & Saharkhiz Arabani, A. (2012). The effect of English language educational software on students' progress motivation. Critical Language and Literary Studies. 8(66), 75-91. ]In Persian[.
Ribeiro, S. (2015). Digital storytelling: an integrated approach to language learning for the 21st century student. Teaching English with Technology, 15 (2), 39-53
Saeedi, Z., Meihami, H., & Husseini, F. (2014). E-mail platform and its effects on providing corrective feedback to EFL students. Journal of Modern Research in English Language Studies, 1(2), 41-65.
Samani, E., & Noordin, N. (2020). Getting connected with Facebook messenger: Exploring meaningful interactions through online chats in the ESL context. Journal of Modern Research in English Language Studies, 7(3), 23-44. doi:10.30479/jmrels.2020.11985.1492
Sangi, K., & Bagheri, B. (2016). The effect of computer anxiety and computer self-efficacy on Iranian EFL learners’ performance in the speaking section of the TOEFL iBT. Journal of Language and Translation, 6(2), 27-36.
Sassani, F., & Farjah, M. (2020). Usage pédagogique des vidéos téléchargées à partir de l’Internet pour les classes de français. Recherches en langue française, 1(1), 231-249. doi:10.22054/rlf.2018.32180.1026
Shahnama, M., Yazdanmehr, E., & Elahi Shirvan, M. (2021). Challenges of online language teaching during the COVID-19 pandemic: A process tracing approach. Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills), 40(3), 159-195. doi:10.22099/jtls.2021.40964.3015
Shams, N., Dabaghi, A., & Shahnazari-Dorcheh, M. (2016). Iranian students’ attitudes towards utilizing smart boards in EFL classrooms. Iranian Journal of Applied Language Studies, 8(1), 139-172. doi:10.22111/ijals.2016.3024
Shirvani, M., Mohseni, A., & Abbasian, G. (2022). Flipped task-based instruction in speaking classes: Learners' perspectives. Journal of Language and Translation, 12(1), 111-124. doi:10.30495/ttlt.2022.688342
Shooshtari, Z., & Hosseinimehr, S. (2020). Blended learning in the development of EFL productive skills: implementing web-based activities in high school setting. Journal of Language Horizons, 4(2), 123-143. doi:10.22051/lghor.2020.29852.1245
Soleimani, H., Jalilifar, A., R., Roohi, A., & Rahmanian, M. (2019). Augmented Reality and Virtual Reality scaffoldings in improving the abstract genre structure in a collaborative learning environment: A CALL study. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 11(23), 327-356.
Soleimani, H., & Rahmanian, M. (2020). Revisiting technology in learning: Self-control and self-regulation in a blended course. Foreign Language Research Journal, 9(4), 1085-1104. ]In Persian[. doi:10.22059/jflr.2019.280167.622
Stockwell, G. (2007). A review of technology choice for teaching language skills and areas in the CALL literature. ReCALL 19 (2), 105–120.
Su, F., & Zou, D. (2020): Technology-enhanced collaborative language learning: Theoretical foundations, technologies, and implications, Computer Assisted Language Learning, doi:10.1080/09588221.2020.1831545
Tafazoli, D. (2021a). Language teachers’ professional development and new literacies: An integrative review. Aula Abierta, 50(2), 603-614. doi:10.17811/rifie.50.2.2021.603-614
Tafazoli, D. (2021b). Teachers' readiness for online language teaching. Foreign Language Research Journal, 11(3), 393-416. doi:10.22059/jflr.2021.331144.896
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. A. (2018). A cross-cultural study on the attitudes of English language students towards computer-assisted language learning. Teaching English with Technology, 18(2), 34-68.
Turan, Z., & Akdag- Chimen, B. (2020). Flipped classroom in English language teaching: A systematic review. Computer Assisted Language Learning. doi:10.1080/09588221.2019.1584117
Vassilieva, V., N., & Drugov, A., V. (2019). Integrative use of “Techno-R” Remedial technology and Gaming technology in teaching foreign language listening. Journal of Research in Applied Linguistics, 10 Proceedings of the 6th International Conference on Applied Linguistics (pp. 463-472). Ahvaz: Shahid Chamran University of Ahvaz. doi:10.22055/rals.2019.15030
Wang, N., Chen, J., & Zhang, J. (2021) Developing and integrating constructive CALL courseware for EAP in Chinese universities: a report on a case study, Computer Assisted Language Learning. doi:10.1080/09588221.2021.1895226
Yeo, M. (2021). “Experiencing theory first-hand was delightful and informative”: Bridging the theory-practice gap in online language assessment training. Iranian Journal of Language Teaching Research, 9(3), 93-116. doi:10.30466/ijltr.2021.121078
Zhang, R., & Zou, D. (2020). Types, purposes, and effectiveness of stateof- the-art technologies for second and foreign language learning. Computer Assisted Language Learning. doi:10.1080/09588221.2020.1744666
Zarei, A., & Oruji, M. (2019). The effect of multimedia glosses on L2 listening comprehension. Iranian Journal of Applied Language Studies, 11(1), 201-220. doi:10.22111/ijals.2019.4932
Zohrabi, M., & Farshbafan, L. (2022). Exploring EFL teachers’ perceptions of strategies for promoting learners’ willingness-to-communicate in online classes. Applied Research on English Language, 11(1), 89-110. doi:10.22108/are.2021.131416.1807
Zou, D., Luo, Sh., Xie, H., & Hwang, G., J. (2020). A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning. doi:10.1080/09588221.2020.1839502 | ||
|
آمار تعداد مشاهده مقاله: 885 تعداد دریافت فایل اصل مقاله: 571 |
||