Tafazoli, D., & Meihami, H. (2023). Narrative inquiry for CALL teacher preparation programs amidst the COVID‑19 pandemic: Language teachers’ technological needs and suggestions. Journal for Computers in Education, 10(1), 163-187. https://doi.org/10.1007/s40692-022-00227-x
Tafazoli, D. (2022). CALL teacher education and professional development: A retrospective synthesis of the two decades of Teaching English with Technology. Teaching English with Technology, 22(3-4), 1-19. [PDF]
Jamaleddin, F., Kamyabigol, A., & Tafazoli, D. (2022). Systematic analysis of Computer-Assisted Language Learning (CALL) research in Iran. Journal of Teaching Persian to Speakers of Other Languages, 11(2), 3-38. https://doi.org/10.30479/jtpsol.2023.17502.1600
Díaz-Martín, C., Gómez-Parra, M-E., & Tafazoli, D. (2022). Studying the professional identity of pre-service teachers of primary education within CLIL: Design and validation of a questionnaire. Aula Abierta, 51(4), 329-340. https://doi.org/10.17811/rifie.51.4.2022.329‑340
Rahimi, A. R., & Tafazoli, D. (2022). The role of university teachers’ 21st-century digital competence in their attitudes toward ICT integration in higher education: Extending the theory of planned behavior. The JALT CALL Journal, 18(2), 238–263. https://doi.org/10.29140/jaltcall.v18n2.632
Tafazoli, D., & Atefi Boroujani, S. (2022). Legacies of the COVID-19 pandemic for language education: Focusing on institutes managers’ lived experiences. Journal for Multicultural Education, 16(1), 30-42.http://dx.doi.org/10.1108/JME-08-2021-0161
Tafazoli, D. (2022). [Review of the book Teaching language online: A guide for designing, developing, and delivering online, blended, and flipped Language Courses, by V. Russel & K. Murphy-Judy]. Roshd Foreign Language Teaching, 36(2), 31-32.
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. A. (2020). Teachers’ Computer-Assisted Language Learning (CALL) literacy: A comparative study in Spain and Iran. International Journal for 21st Century Education, 7(1), 3-18. https://doi.org/10.21071/ij21ce.v7i1.13220
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. A. (2020). A cross-cultural qualitative study on students’ attitudes towards computer-assisted language learning. The Qualitative Report, 25(7), 1841-1855. https://doi.org/10.46743/2160-3715/2020.4033
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. A. (2019). Intelligent language tutoring system: Integrating intelligent computer-assisted language learning into language education. International Journal of Information and Communication Technology Education, 15(3), 60-74. https://doi.org/10.4018/IJICTE.2019070105
Tafazoli, D., Huertas-Abril, C. A., & Gómez-Parra, M. E. (2019). Technology-based review on computer-assisted language learning: A chronological perspective. Pixel-Bit. Revista de Medios y Educación, 54, 29-43. https://doi.org/10.12795/pixelbit.2019.i54.02
Tafazoli, D., & Sadeghi, S. (2018). A comparative study on the professional identity of current and prospective teachers: Iranian English language teachers’ perspectives. International Journal of Virtual and Personal Learning Environments, 8(2), 24-45. https://doi.org/10.4018/IJVPLE.2018070103
Mesgar, M., & Tafazoli, D. (2018). Online metacognitive reading strategies by internal and external locus of control. International Journal of Virtual and Personal Learning Environments, 8(1), 38-50. https://doi.org/10.4018/IJVPLE.2018010103
Piri, S., & Tafazoli, D. (2018). Iranian EFL learners’ cognitive styles and their explanations of conceptual metaphors. International Journal of Virtual and Personal Learning Environments, 8(1), 68-78. https://doi.org/10.4018/IJVPLE.2018010105
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. A. (2017). Computer literacy: Sine qua non for digital age of language learning & teaching. Theory and Practice in Language Studies, 7(9), 716-722. https://doi.org/10.17507/tpls.0709.02
Tafazoli, D., Nosratzadeh, H., & Hosseini, N. (2014). Computer-mediated corrective feedback in ESP courses: Reducing grammatical errors via Email. Procedia- Social and Behavioral Sciences, 136, 355-359. https://doi.org/10.1016/j.sbspro.2014.05.341
Golshan, N., & Tafazoli, D. (2014). Technology-enhanced language learning tools in Iranian EFL context: Frequencies, attitudes and challenges. Procedia- Social and Behavioral Sciences, 136, 114-118. https://doi.org/10.1016/j.sbspro.2014.05.299
Rahimi, A., & Tafazoli, D. (2014). Error analysis in technology-mediated communication: Focus on EFL writing in synchronous and asynchronous modes of communication. Procedia- Social and Behavioral Sciences, 136, 66-69. https://doi.org/10.1016/j.sbspro.2014.05.289
Solgi, F., & Tafazoli, D. (2014). Collocation learning through CALL: Comparing in-class & out-of-class instructions.International Journal of Instructional Technology and Distance Learning, 11(2), 31-42. http://www.itdl.org/Journal/Feb_14/Feb14.pdf
Tafazoli, D. (2013). Wordling: Using word clouds in teaching English language. International Journal of Instructional Technology and Distance Learning,10(8), 53-58. http://itdl.org/Journal/Aug_13/Aug_13.pdf
Tafazoli, D., Golshan, N., & Piri, S. (2013). The frequency taxonomy of syntactico-morphological errors in Persian-English translation based on contrastive analysis & error analysis. Journal of Academic & Applied Science, 3(10), 13-21. http://www.academians.org/articles/November2013-2.pdf
Tafazoli, D., & Picard, M. (2023). CALL teacher education and professional development: Contextual challenges in under-represented contexts. In D. Tafazoli & M. Picard (Eds.), Handbook of CALL teacher education and professional development: Voices from under-represented contexts (pp. 15-27). Springer. http://doi.org/10.1007/978-981-99-0514-0_2
Tafazoli, D. (2022). English language teachers’ attitudes toward computer-assisted language learning: SWOT analysis in Spain. In L. McCallum (Ed.), English language teaching in the European Union: Theory and practice across the region (pp. 277-294). Springer. http://doi.org/10.1007/978-981-19-2152-0_16
Tafazoli, D. (2022). Teaching in a critical era: Language teachers’ reports in the COVID-19. In D. Tafazoli (Ed.), Teaching Persian with technology: From theory to practice (pp. 203-213). Logos.
Tafazoli, D., & Jalali, E. (2022). Language teaching and learning literacy in the 21st century. In D. Tafazoli (Ed.), Teaching Persian with technology: From theory to practice (pp. 13-21). Logos.
Coombe, C., Reinders, H., Littlejohn, A., & Tafazoli, D. (2019). Innovation in language learning and teaching: The case of the MENA. In H. Reinders, A, Littlejohn, C. Coombe & D. Tafazoli (Eds.), Innovation in language learning and teaching: The case of the Middle East and North Africa (pp. 1-18). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-13413-6_1
Tafazoli, D. (2019). [Descriptive statistics; Evaluation research; Factor analysis; Idiographic; Introspection; Null hypothesis; Reflexivity; Sampling technique; Scholarly publishing; Scholarship; Theory]. In C. Coombe, L. Hiasat D. Johnston & W. Dastakeer (Eds.), An A to Z of research literacy. TESOL Arabia Publications.
Tafazoli, D., Gómez-Parra, M. E., & Huertas-Abril, C. (2018). Developing and validating a questionnaire to measure CALL literacy. In M. E. Gómez Parra & R. Johnstone (Eds.), Nuevas perspectivas en educatión bilingüe: Investigación e innovación (pp. 333-343). Editorial Universidad de Granada.
Tafazoli, D. (2018). [Achievement test; Analytical marking; Aptitude test; Assessment; Assessment literacy; Authenticity; Cloze test; Computer-adaptive testing; Computer-based testing; Construct; Construct validity; Content validity; Cut-off score; Diagnostic test; E-rater; Face validity; High-stakes testing; Washback]. In C. Coombe (Ed.),An A to Z of second language assessment: How language teachers understand assessment. British Council.
Tafazoli, D., & Gómez-Parra, M. E. (2017). Robot-assisted language learning: Artificial intelligence in second language acquisition. In F. Nassiri Mofakham (Ed.), Current and future developments in artificial intelligence (pp. 370-396). Bentham Science Publishers. https://doi.org/10.2174/9781681085029117010015
Tafazoli, D. (2015). Review of computer-assisted language learning: History, merits & barriers. In C. Coombe & R. Khan (Eds.), Best practice in ELT: Voices from the classroom (pp. 255-265). TESOL Arabia.
Tafazoli, D., & Chirimbu, S. C. (2013). Introduction: Applications of technology to language classes. In D. Tafazoli & S. C. Chirimbu (Eds.) Language & technology: Computer assisted language learning (pp.17-23). Khate Sefid Press.
Tafazoli, D., Hosseini, N., & Jahanian, N. (2012). ICT in classrooms: Investigation into using technology in teaching English from gender perspective. In S. Chirimbu & M. Alexe. (Eds.), Modern approaches to gender studies: Equality through assumed differences (pp. 334-340). ECKO Publishing House.
Southgate, E., Grant, S., Ostrowski, S., Norwood, A., Williams, M., & Tafazoli, D. (2022). School students creating a virtual reality learning resource for children. Proceedings of the 2022 IEEE Conference on Virtual Reality and 3D User Interfaces (pp. 261-266). IEEE. https://doi.org/10.1109/VRW55335.2022.00060
Tafazoli, D., & Jamaleddin, F. (2018). On the application of philosophy of the educational technology in Persian language teaching and learning. In R. M. Sahraei, & M. N. Mirdehghan (Eds.), Proceedings of the 2nd National Conference on Persian Language Teaching (pp. 555-565). Khamoush Publications. (In Persian)
Tafazoli, D., & Kafshgarsouteh, M. (2013). Game-based learning: Serious application of computer games in developing & teaching Persian language. Proceedings of the 2nd National Conference on Persian Language & Literature (pp.1074-1088), Bojnourd, Iran: Payam Noor University. (In Persian)
Kargozari, H. R., & Tafazoli, D. (2013). Reciprocal reading: A means of cognitive development in Persian language teaching classes. Proceedings of the 2nd National Conference on Persian Language & Literature (pp.4734-4741). Payam Noor University. (In Persian)
Tafazoli, D., & Sabeti, G. (2013). Learning styles and reading comprehension. In M.R. Jalali (Ed.), Proceedings of the 5th National Symposium of Neuropsychology of Iran (pp.711-717), Islamic Azad University – Central Tehran Branch. (In Persian)
Kargozari, H. R., Tafazoli, D., & Kargozari, R. K. (2013). Corrective reading: A means for improving awareness and processing phonemes. In M.R. Jalali (Ed.), Proceedings of the 5th National Symposium of Neuropsychology of Iran (pp.737-742). Islamic Azad University – Central Tehran Branch. (In Persian)
Mokhtarnia, S., & Tafazoli, D. (2013). The impact of teacher corrective feedback on EFL learners’ computer-mediated writing. In A. Koopal, S. Modarres Xiyabani & J. Yaqubi Derabi (Eds.), Proceedings of the Linguistics & Applied Linguistics Conference (Vol. 3., pp. 89-99), Islamic Azad University – Karaj Branch.
Kargozari, H. R., & Tafazoli, D. (2012). Idiom on the move: Mobile a ubiquitous technology for learning idioms. Proceedings of the 6th International Technology, Education and Development Conference (pp. 3866-3869). International Academy of Technology, Education and Development.
Kargozari, H. R., & Tafazoli, D. (2012). Podcasting: A supporting tool for listening. Proceedings of the 6th International Technology, Education and Development Conference (pp. 3870-3873). International Academy of Technology, Education and Development.
Tafazoli, D. (2011). Online grammar corrector: Applications of educational technology to Farsi grammar teaching. In G. Rezvanian (Ed.), Proceedings of the 6th International Conference of Iranian Society for the Promotion of Persian Language and Literature (pp. 81-91). Khane Ketab Iran Publication. (In Persian)