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Your selections:
Developing teachers’ reflective practices through a virtual exchange program
- Mohammadi, Golia, Tafazoli, Dara
English language learners' pragmatic knowledge: Do motivation type and proficiency level matter?
- Omrani, Bahare, Tafazoli, Dara
School students creating a virtual reality learning resource for children
- Southgate, Erica, Grant, Steve, Ostrowski, Simon, Norwood, Andrew, Williams, Monica, Tafazoli, Dara
A cross-cultural qualitative study on students' attitudes towards computer-assisted language learning
- Tafazoli, Dara, Gómez-Parra, Maria-Elena, Huertas-Abril, Cristina A.
Affordances of computer-assisted language learning in higher education: A qualitative inquiry
- Tafazoli, Dara
CALL teachers' professional development amid the COVID-19 outbreak: a qualitative study
Call Teacher Education and Professional Development: A Retrospective Synthesis of the Two Decades of Teaching with Technology
Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers’ lived experiences
- Tafazoli, Dara, Atefi Boroujeni, Samira
CALL teacher education and professional development: Contextual challenges in under-represented contexts
- Tafazoli, Dara, Picard, Michelle
Language Teachers' Professional Development and New Literacies: An Integrative Review
English Language Teaching with Shaad: Suggestions for a Better Experience
Teachers' Computer-Assisted Language Learning (CALL) literacy: A comparative study in Spain and Iran
Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions
- Tafazoli, Dara, Meihami, Hussein
English language teachers’ attitudes towards computer-assisted language learning: SWOT analysis in Spain
Teachers' readiness for online language teaching: An ecological approach
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