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Special Issue: AsiaCALL International Conference (AsiaCALL2024)
Vol. 26 No. 3 (2025)Guest Editor: Associate Professor Dr. Vu Phi Ho Pham
Orcid ID: 0000-0001-7459-8509
Scopus ID: 56594473300
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Special Issue: Inclusive CALL
Vol. 26 No. 2 (2025)The landscape of language education has been profoundly transformed by technological
advancements, fostering new opportunities for enhancing learning experiences. However, the
integration of technology also necessitates a critical examination of inclusivity within
computer-assisted language learning (CALL). This special issue, Inclusive CALL, emerges as
a pivotal contribution to the growing discourse on equity in digital language education. It
brings together diverse research perspectives that explore the multifaceted dimensions of
inclusivity, ranging from theoretical frameworks to practical applications in various
educational contexts.
The significance of this special issue lies in its commitment to addressing the
systemic barriers that marginalize certain learner groups, including those with disabilities,
from underprivileged backgrounds, and with diverse linguistic and cultural identities. By
highlighting innovative pedagogical practices, professional development strategies, and
technology-mediated interventions, this collection of articles underscores the transformativethe
potential of CALL in fostering equitable learning environments. The research presented here
not only advances theoretical understandings of inclusive CALL but also offers practical
insights for educators, policymakers, and researchers dedicated to promoting diversity, equity,
and inclusion in language education.Special Issue Editor:
Dara Tafazoli, PhD
The University of Newcastle, Callaghan, Australia -
Special Issue: The Reflections of Positive Psychology in CALL
Vol. 25 No. 4 (2024)Special Issue Lead Editor:
Dr. Ehsan Namaziandost (PhD in Applied Linguistics (TEFL); 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)Guest Editor:
Dr. Tahereh Heydarnejad (Ph.D. in Applied Linguistics, Department of
English Language, Faculty of Literature and Humanities, University of Gonabad,
Gonabad, Iran) (t.heydarnejad88@yahoo.com)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:
• 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.This special issue features 26 papers, each peer reviewed by at least two experts in the field.
Finally, the editor would like to take this opportunity to thank the CALL-EJ Editors, Associate Professor, Dr. Daniel Mills and Professor, Dr. Jeremy White and the following reviewers for their invaluable comments, advice and counsel, both to the authors of the submitted articles, as well as to the guest editor.Dr. Afsheen Rezai (University of Ayatollah Ozma Borujerdi, Borujerd, Iran)
Dr. Abdulbaset Saeedian (Allameh Tabataba'i University, Tehran, Iran)
Dr. Arash Hashemifardnai (Islamic Azad University of Shahrekord, Iran)Mrs. Asma Gheisari (Payam Noor of Ahvaz, Iran)
Dr. Marcel Pikhart (University of Hradec Kralove, Czech Republic)
Dr. Liqaa Habeb Al-Obaydi (University of Diyala, Iraq)
Dr. Ahmad Goodazi (University of Ayatollah Ozma Borujerdi, Borujerd, Iran)
Dr. Mohammad Hasan Razmi (Yazd University, Iran)
Dr. Jalil Fathi (Department of English, University of Kurdistan, Sanandaj, Iran)
Dr. Fidel Çakmak (Alanya Alaaddin Keykubat University, Antalya, Turkey)
Dr. Yunisrina Qismullah Yusuf (Universitas Syiah Kuala, Banda Aceh, Indonesia)
Dr. M. Faruq Ubaidillah (Universitas Islam Malang, Indonesia)
Dr. Rajab Esfandiari (Imam Khomeini International University, Qazvin, Iran)
Dr. Goodarz Shakibaei (Islamic Azad University of Ahvaz)
Dr. Leeda Sarabani (Kabul University Kabul, Afghanistan)
Dr. Amhara Aberash (Jimma University, Jimma, Ethiopia)
Dr. Prathamesh Churi (NMIMS University, Mumbai, India)
Dr. Bemnet Ajanil (Bahir Dar University, Bahir Dar, Ethiopia)
Mrs. Poupak Alipour (Payam-e-Noor University of Arak, Iran)
Dr. Hossein Kargar Behbahani (Shiraz University, Shiraz, Iran)
Dr. Alaa Aladini (Dhofar University, Salalah, Oman)References
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.12544Namaziandost, 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-
04676-0Namaziandost, 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 -
CALL-EJ August Issue
Vol. 25 No. 3 (2024)
