Guest Editor:
Dara Tafazoli, PhD., University of Newcastle, Australia
In an increasingly interconnected and diverse world, the importance of language education
cannot be overstated. With the advancement of technologies, Computer-Assisted Language
Learning (CALL) has significantly revolutionized the language education landscape, making it
more accessible and efficient for language learners worldwide. However, as society becomes
more diverse and inclusive, it is imperative to address the evolving needs of learners from all
backgrounds. In the following, I elucidate a pressing need for the current special issue on
“Inclusive CALL and Teacher Dynamics: Unveiling Key Contributions and Challenges.”
Inclusive CALL aims to create a technology-based environment that accommodates and
values the diversity of learners, including those with various backgrounds, abilities, and
learning needs. In such an environment, teachers play a pivotal role in fostering inclusivity
within and outside the classroom. To have a better understanding of teachers’ roles,
responsibilities, and responses to inclusive CALL, I would like to invite researchers and
practitioners to submit their manuscripts based on the following, but not limited, questions:
• What are the characteristics of an inclusive CALL teacher?
• What are the inclusive CALL challenges for teachers?
• What are the CALL teachers’ strategies to ensure all students can participate in discussions and understand the content?
• How can CALL teachers differentiate their instruction to meet the diverse needs of students?
• How can CALL teachers establish a classroom environment that welcomes and respects all students?
• How can CALL teachers understand each student's unique needs and challenges?
• How can CALL teachers adapt the curriculum to make it accessible to all students?
• How can CALL teachers promote a culture of peer support and collaboration?
• How can CALL teachers identify and address barriers to learning for language learners?
• How can CALL teachers incorporate multicultural perspectives and materials into their lessons?
• How can CALL teachers develop students’ empathy, social skills, and emotional resilience?
• How can CALL teachers collaborate with other professionals (e.g., special education teachers, speech therapists, and counselors) to assist their language learners?
• What are the main components of quality CALL teacher education and professional development courses for inclusive CALL?
I would like to invite quantitative, qualitative, and mixed methods studies reporting on inclusive CALL and teacher dynamics that meet the needs of applied linguists, ComputerAssisted Language Learning (CALL)/Technology-Enhanced Language Learning (TELL) researchers, practitioners, and TEFL/TESOL/Linguistics graduate and post-graduate students.
Timeline
The following timeline is anticipated:
CFP announcement December 2023
Proposal submission to the guest editor Until March 31, 2024
Proposal notification and manuscript invitation April 2024
Full manuscript submission due July 31, 2024
Review results September 30, 2024
Revised manuscripts due November 30, 2024
Final revisions requested January 31, 2025
Publication February-March 2025
Journal
This special issue is proposed to be published by the Computer-Assisted Language Learning
Electronic Journal (CALL-EJ). CALL-EJ solicits and welcomes articles and reviews on research and
practice in the fields of computer-assisted instruction (CAI) / computer-managed instruction
(CMI) / computer-assisted learning (CAL) / computer-enhanced language learning (CELL) /
computer-mediated communication (CMC) in ESL, EFL or other languages. Contributions to
second language acquisition and computers, language assessment and computers, applied
linguistics and computers, and other related areas are also encouraged. CALL-EJ is currently
indexed in various databases, such as Scopus (Q1 in Language and Linguistics) and the European
Reference Index for the Humanities. CALL-EJ believes article submission and publication should
be free for authors and readers.
For additional information regarding the journal, please visit:
https://callej.org/index.php/journal.
Submission and inquiries
I invite you to submit a proposal/abstract of no more than 500 words using APA 7th style in MS
Word format (.doc/.docx) to Dara.Tafazoli@uon.edu.au. Proposals/abstracts should detail the
area of focus, the gap, the research design and methodologies used, and key findings related
to the central theme of the special issue. Identifying information, including name of author(s),
affiliation(s), contact information for all author(s), and a 100-word biographical statement for
each author, should be included in the proposal. Based on the review of the proposals, authors
will be invited to submit complete manuscripts for possible inclusion in the special issue.
Authors' guidelines will be included in the invitation letters.
For this special issue, please submit your proposals and inquiries directly to:
Dara Tafazoli
Dara.Tafazoli@uon.edu.au