/
Your selections:
From virtual reality to cultural reality: integration of virtual reality into teaching culture in foreign language education
- Tafazoli, Dara
CALL teacher education and professional development: Contextual challenges in under-represented contexts
- Tafazoli, Dara, Picard, Michelle
Developing and implementing a Computer-Assisted Language Learning (CALL) literacy framework for language teachers
Narrative inquiry for CALL teacher preparation programs amidst the COVID-19 pandemic: language teachers’ technological needs and suggestions
- Tafazoli, Dara, Meihami, Hussein
Teachers’ complexities of moving to online language teaching
- Tafazoli, Dara, Farshadnia, Sara
Call Teacher Education and Professional Development: A Retrospective Synthesis of the Two Decades of Teaching with Technology
Developing teachers’ reflective practices through a virtual exchange program
- Mohammadi, Golia, Tafazoli, Dara
English language teachers’ attitudes towards computer-assisted language learning: SWOT analysis in Spain
Estudiando la identidad profesional de docentes en formación de educación primara en AICLE: diseño y validez de un cuestionario
- Díaz-Martín, Cristina, Gómez-Parra, Maria-Elena, Tafazoli, Dara
Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers’ lived experiences
- Tafazoli, Dara, Atefi Boroujeni, Samira
School students creating a virtual reality learning resource for children
- Southgate, Erica, Grant, Steve, Ostrowski, Simon, Norwood, Andrew, Williams, Monica, Tafazoli, Dara
Systematic analysis of Computer-Assisted Language Learning (CALL) research in Iran
- Jamaleddin, Faranak, Kamyabi Gol, Atiyeh, Tafazoli, Dara
The antagonism between western and Islamic cultures in Iranian English textbooks
- Tafazoli, Dara, Egan, Kieran
The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior
- Rahimi, Amir Reza, Tafazoli, Dara
Affordances of computer-assisted language learning in higher education: A qualitative inquiry
CALL teachers' professional development amid the COVID-19 outbreak: a qualitative study
English language learners' pragmatic knowledge: Do motivation type and proficiency level matter?
- Omrani, Bahare, Tafazoli, Dara
English Language Teaching with Shaad: Suggestions for a Better Experience
Language Teachers' Professional Development and New Literacies: An Integrative Review
Teachers' readiness for online language teaching: An ecological approach
Are you sure you would like to clear your session, including search history and login status?