Vol. 25 No. 4 (2024): Special Issue: The Reflections of Positive Psychology in CALL
Special Issue: The Reflections of Positive Psychology in CALL

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.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

Full Issue
Editor Note

Articles

Alaa Aladini (Author)
4-26
Mirroring Emotional Beliefs of EFL Students via Path Analysis: An Insight into Reflective Thinking, Self-esteem, and Autonomy in CALL
PDF
Abdulaziz Bin Faleh Al-Aosail , Ali Lamouchi, Sherif Ahmed Ibrahim , Mona G. Gafar, Waheed Elsayed Hafez (Author)
27-50
Digital Games for Learning Vocabulary: The Effects on Foreign Language Anxiety, Buoyancy, Online Engagement, and Vocabulary Learning
PDF
Alireza Zamanpour, Hedayatollah Etemadzadeh (Author)
51-68
The Effects of Artificial Intelligence Driven Corpus (AIDC) On ESP Learners' Learning and Retention of Lexical Bundles, Academic Emotions, And Engagement for Learning: A Case of Financial Engineering Students
PDF
Balachandran Vadivel, Ahmad Abdulkareem Shaban , Luqman O. Mahmood Alnuaimy, Christine Ann Thomas , S. Neelakandan (Author)
69-96
Where to Check Homework? The Emphasis on Supportive Feedback via Social Media by Teachers in CALL and Its Consequences on EFL Learners' Self-assessment, Academic Success, Academic Enjoyment
PDF
Paul Rodrigues , Harikumar Pallathadka, Shavan Askar , KDV Prasad , Ammer A. Amir (Author)
97-123
The Building Blocks of Language Learning via CALL: Practicing Critical Thinking Strategies in Reading Comprehension Instruction and its Reflection on EFL Learners' Mindfulness, Resilience, and Academic Growth
PDF
Haroon Alsager (Author)
124-147
To Look from Another Window in Education: Artificial Intelligence Assisted Language Learning and Its Reflections on Academic Demotivation, Foreign Language Learning Anxiety and Autonomy
PDF
Hassan Soodmand Afshar, Hossein Shirzadi (Author)
148-168
The impact of JeopardyLabs, Kahoot, and Quizizz on Students' Attitudes toward Technology and their L2 Achievement
PDF
Hiwa Weisi, Ahmad Goodazi , Mohammad Ali Dezhkam (Author)
169-191
Enhancing Iranian EFL Learners' Vocabulary Learning Through Technology-Assisted Mind-Mapping: The Mediating Role of E-Learning Enjoyment
PDF
Hossein Kargar Behbahani, Naser Rashidi (Author)
192-213
Mobile-Mediated Dynamic Assessment as the Linchpin of Grammar Learning, Reflective Thinking, and Emotional Well-Being: A Mixed-Methods Study
PDF
Hung Phu Bui , Yusop Boonsuk (Author)
214-233
Promoting Willingness to Communicate in Synchronous Online EFL Classrooms: Vietnamese Secondary School Teachers' Beliefs and Practices
PDF
Imran Ali, Kuznetsov Mikhail V, Israa Abed Jawad , Diyorjon Abdullaev , Azam Abdusalomovich Khalikov (Author)
234-257
To See from the Eyes of Other Peers: Exploring the Impact of Interactional Feedback on EFL Students' Writings via Telegram and its Possible Effects on Coping Strategies, Self-esteem, as well as Progress in Writing Skill
PDF
Khaled Ibrahim, Seyyed Mohammad Ali Soozandehfar (Author)
258-278
The Practicality of Vocabulary Consciousness-raising Tasks on EFL Students' Vocabulary Retention, Reflective Thinking, and Personal Best Goals: Online Classes Versus Traditional Classes
PDF
Laylo Djuraeva, Nazira Ishbayeva , Diyorjon Abdullaev , Gulnora Shukhratullaevna Aripova, Aziza Makhmudova (Author)
279-302
The Traces of Positive Psychology in Technology-enhanced Language Learning: A Reflection on the State of Self-Confidence, Self-Efficacy, and Self-esteem in EFL Setting
PDF
Leila Dobakhti, Mona Mirzamohammadi (Author)
303-334
A Positive Psychological Study of Iranian University Students' Perceptions Toward ICT Use in Online and Face-to-Face Classes
PDF
Mahyudin Ritonga, Ahmed Hamed Al-Rahbi , Sayed M. Ismail (Author)
335-357
LMS or Skyroom: Which is More Practical in Learning Language Skills, Learners' Autonomy, and Online Engagement?
PDF
Mohamed Sayed Abdellatif, Mohammed Ahmed Elhossiny Mohammed, Mohamed Ali Mohamed Kassem (Author)
358-378
A Golden Key with Techno Competence in CALL: Technological stress, Immunity, Self-evaluation, and Autonomy Are in Focus
PDF
Jalil Fathi , Mohammad Ahmadnejad, Samireh Nosrati (Author)
379-413
Investigating the Impact of Duolingo on Second Language Learning Achievement and Self-Regulated Learning among French as a Foreign Language Learners
PDF
Mohammad Al-Hamad, Khaled M.K. Alhyasat , Abdelwahhab Allozi , Ahmad Qasim Mohammad AlHamad (Author)
414-438
Medium of Instruction Matters: Reflecting Voices from EFL Teachers in Online/Tradition Instruction and the Impacts on Their Job Satisfaction, Self-Esteem, and Professional Well-being
PDF
Mubarak Aldosari (Author)
439-463
Another World with Artificial Intelligence in Speaking Classes: To Delve into the Influences on Willingness to Communicate, Personal Best Goals, and Academic Enjoyment
PDF
Nasibeh Bagherpour, Maryam Mohseni , Fatemeh Mirzapour (Author)
464-485
Unraveling the Usefulness of Flipped Instruction from the Lenz of Positive Psychology: Echoing Iranian EFL Teachers' Self-efficacy Beliefs
PDF
Rajab Esfandiari, Mohammad Hossein Arefian (Author)
486-509
The Role of Online, Technology-Aided Collaborative Reflective Practice in Triggering and Maintaining Pre-service and Novice Language Teachers' Motivational Resources
PDF
Melika Ghorbanian , Saeideh Ahangari, Mahnaz Saeidi (Author)
510-525
On Iranian EFL Learners' Affective and Cognitive Perceptions of Web-Based Dynamic Assessment (WDA): Pragmatic Knowledge in Focus
PDF
Sayed Ismail, Abdulwahed Alharkan (Author)
526-551
EFL Learners' Positive Emotions in the Era of Technology: Unpacking the Effects of Artificial Intelligence on Learning Enjoyment, Self-efficacy, and Resilience
PDF
Suleiman Ibrahim Mohammad, Nasser Said Gomaa Abdelrasheed , Anastasia Sh Minasova, Asokan Vasudevan , Navruzbek Shavkatov (Author)
552-577
A Gauge into Emotional Intelligence Enhancement in CALL and the Effects on Oral Skills, Personal Best Goals, and Self-efficacy among EFL Learners
PDF
Juan Solano Gutierrez , Yersi-Luis Huamán-Romaní, José-Manuel Burga-Falla , Helfer Cusilayme-Barrantes Cusilayme-Barrantes , Soledad del Rosario Olivares Zegarra (Author)
578-603
I'm All Ears: Teachers Support in CALL and its Nuances on EFL Learners' Resilience, Willingness to Communicate, and Academic Well-being
PDF
Zein Bassam Mahmoud BaniYounes, N. Esanmurodova, Donskov Andrey V., Soumya V Menon , G V Sivaprasad (Author)
604-628
The Students are Also Invited: Portfolio Assessment and its Impact on EFL Learners' Critical Thinking, Growth Mindfulness, and Autonomy
PDF