Special Issue CFP: The Reflections of Positive Psychology in Computer-Assisted Language Learning (CALL)

Special Issue Lead Editor: Dr. Ehsan Namaziandost (PhD in Applied Linguistics (TEFL); University Professor, Department of General Courses, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran & Department of English Language Teaching, Ahvaz Branch, Islamic. Azad University, Ahvaz, Iran (e.namazi75@yahoo.com; namazian-e@ajums.ac.ir) https://scholar.google.com/citations?user=lQh-tNkAAAAJ&hl=en

Guest Editor: Dr. Tahereh Heydarnejad (Ph.D. in Applied Linguistics, University Professor, Department of English Language, Faculty of Literature and Humanities, University of Gonabad, Gonabad, Iran) (t.heydarnejad88@yahoo.com) https://scholar.google.com/citations?user=eXEYABAAAAAJ&hl=en


I. Overview and Rationale for the Special Issue

In the field of education, there has been a noticeable trend in recent years towards placing more importance on the emotional well-being of learners, alongside their mental health. In particular, the last two decades have seen a shift away from focusing primarily on difficulties in general psychology, with the rise of positive psychology. Since then, positive psychology interventions have been advocated for use in educational institutions as a means of boosting staff and student engagement by fostering feelings of "flow," "growth," "enthusiasm," "ingenuity," "enjoyment," "tenacity," and "resilience." Positive education, which is a fast-expanding offshoot of positive psychology, has been shown to be helpful to both the academic performance and overall well-being of students (MacIntyre et al., 2019; Namaziandost et al., 2023a, b). During this time, the influence of COVID-19 has led to a rapid increase in the popularity of online learning, in particular CALL. The degree, direction, and probable interaction among the factors that may influence learners’ cognitive and emotional health are little understood, despite the significance of positive psychology and its role in CALL. To remedy this gap, this Special Issue aimed to bring together new research, meta-analyses, conceptual pieces, and systematic reviews to address this gap in the existing body of knowledge. Researchers from everywhere around the world are welcome to submit their work in the following areas of study. In addition, we welcome submissions from disciplines not specifically included here, provided they fall within the scope of the subject:


Possible themes are suggested below, but are not limited to them:

• The Development of Positive Education Combined with CALL;

• Advances in Positive Psychology and its Impacts on CALL;

• Effective Strategies to Provide the Balance Between Cognition and Affection in CALL;

• Self-aid Constructs and their Effects on Academic Wellness in CALL;

• The relationship between CALL and SLA;

• Positive Psychology in L2 classrooms

• CALL, MALL, and Learning Psychological Factors

• The Influence of Positive Education in CALL and Learners’ Academic Achievement. 


II. Information on Submissions:

Submissions should be well-written and well-documented research articles in English. Analysis and data can be quantitative or qualitative (or both). Manuscripts are reviewed and evaluated anonymously by the special issue review team members of CALL-EJ. In line with the guidelines of the journal, papers are evaluated for the degree of scholarly research, relevance, and originality of conclusions. The special issue welcomes submissions of original research articles, review articles, case studies, or position papers that are relevant to the theme of the issue. The submissions should follow the guidelines and standards of the CALL-EJ Journal, and should be submitted through the online submission system by the deadline of July 31, 2024. The submissions will undergo a rigorous peer-review process, and the accepted papers will be published in the special issue in September 2024. The guest editors of the special issue are Dr. Ehsan Namaziandost and Dr. Tahereh Heydarnejad. For any inquiries, please contact the guest editors at (e.namazi75@yahoo.com; namazian-e@ajums.ac.ir; t.heydarnejad88@yahoo.com). We look forward to receiving your submissions and contributions to this timely and important topic.



MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA: theory, practice, and research. Mod. Lang. J. 103, 262–274. https://doi.org/10.1111/modl.12544 Namaziandost, E.,

Heydarnejad, T., & Azizi, Z. (2023a). To be a language learner or not to be? The interplay among academic resilience, critical thinking, academic emotion regulation, academic self-esteem, and academic demotivation. Current Psychology. https://doi.org/10.1007/s12144-023-04676-0 Namaziandost, E., Rezai, A.,

Heydarnejad, T., & Kruk, M. (2023b). Emotion and cognition are two wings of the same bird: Insights into academic emotion regulation, critical thinking, self-efficacy beliefs, academic resilience, and academic engagement in Iranian EFL context. Thinking Skills and Creativity. 50, 101409. https://doi.org/10.1016/j.tsc.2023.101409


III. Timeline for the SI

Submission Deadline: July 31, 2024

Publication Date: September, 2024


For this special issue, please submit your papers and inquiries directly to: Ehsan Namaziandost (e.namazi75@yahoo.comnamazian-e@ajums.ac.ir)