Journal Articles

  • Note: Student Co-Authors are Underlined.
  • Omrani, B., Tafazoli, D., & Huertas-Abril, C. A. (2025). Comparative representation of intercultural communicative competence in textbooks: Are Spanish and Iranian EFL/ESL textbooks preparing learners for a globalized world? Journal for Multicultural Education. https://doi.org/10.1108/JME-01-2025-0033
  • Tafazoli, D. (2025). Development of computer-assisted language learning literacy framework for foreign language teachers. Online Learning, 29(1), 32-59. https://doi.org/10.24059/olj.v29i1.4192
  • Tafazoli, D., McCallum, L., Ranjbaran Madiseh, F., Kusuma, I. P. I., Nami, F., Roe, J., Assassi, T., & Waters, K.  (2025). A conceptual model for inclusive computer-assisted language learning: A collaborative ethnography. CALL-EJ, 26(2), 1-28. https://doi.org/10.54855/callej.252621
  • Tafazoli, D., & McCallum, L. (2025). Revisiting Hong’s (2010) model of CALL integration through conceptual replication. The JALT CALL Journal, 21(1), 1535. https://doi.org/10.29140/jaltcall.v21n1.1535   
  • Tafazoli, D. (2024). Exploring the potential of generative AI in democratizing English language education. Computers and Education: Artificial Intelligence, 7, 100275. https://doi.org/10.1016/j.caeai.2024.100275
  • Dabir, S., & Tafazoli, D. (2024). University students’ challenges and coping strategies in emergency remote teaching: Fostering a humanized culture. The JALT CALL Journal, 21(1). https://doi.org/10.29140/jaltcall.v20n2.1068
  • Tafazoli, D. (2024). From virtual reality to cultural reality: Integration of virtual reality into teaching culture in foreign language education. Journal for Multicultural Education, 18(1-2), 6-24. https://doi.org/10.1108/JME-12-2023-0135
  • Tafazoli, D., & Farshadnia, S. (2023). Teachers’ complexities of moving to online language teaching. CALL-EJ, 24(3), 89-106. https://callej.org/index.php/journal/article/view/39/23
  • 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., & Egan, K. (2022). The antagonism between western and Islamic cultures in Iranian English textbooks. Porta Linguarum, 37, 63-88. https://doi.org/10.30827/portalin.vi37.21243
  • Mohammadi, G., & Tafazoli, D. (2022). Developing teachers’ reflective practices through a virtual exchange program. CALL-EJ, 23(1), 215-232. http://callej.org/journal/23-1/Mohammadi-Tafazoli.pdf
  • Rahimi, A. R., & Tafazoli, D. (2022). EFL learners’ attitudes toward the usability of LMOOCs: A qualitative content analysis. The Qualitative Report, 27(1), 158-173. https://doi.org/10.46743/2160-3715/2022.4891
  • 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. (2021). Affordances of computer-assisted language learning in higher education: A qualitative inquiry. Lenguas Modernas, 58, 55-70. https://revistas.uchile.cl/index.php/LM/article/download/66433/69922/
  • Tafazoli, D. (2021). [Review of the book Gameful second and foreign language teaching and learning: Theory, research, and practice, by J. Reinhardt]. Roshd Foreign Language Teaching, 134(1), 33-35.
  • Tafazoli, D. (2021). Teachers’ readiness for online language teaching: An ecological approach. Journal of Foreign Language Research, 11(3), 393-411. https://doi.org/10.22059/JFLR.2021.331144.896
  • Omrani, B., & Tafazoli, D. (2021). English language learners’ pragmatic knowledge: Do motivation type and proficiency level matter? Lenguas en Contexto, 12(12), 6-17. http://www.facultaddelenguas.com/lencontexto/app/revista/DIGITAL/12/revista-12.pdf
  • Tafazoli, D. (2021). Language teachers’ professional development and new literacies: An integrative review. Aula Abierta, 50(2), 603-614. https://doi.org/10.17811/rifie.50.2.2021.603-614
  • Tafazoli, D. (2021). [Review of the book International perspectives on teaching the four skills in ELT: Listening, speaking, reading, writing, by A. Burns & J. Siegel (Eds.)]. Roshd Foreign Language Teaching, 35(3), 30-31. https://www.roshdmag.ir/fa/article/26119/International-Perspectives-on-Teaching-the-Four-Skills-in-ELT
  • Tafazoli, D. (2021). CALL teachers’ professional development amid the COVID-19 outbreak: A qualitative study. CALL-EJ, 22(2), 4-13. http://callej.org/journal/22-2/Tafazoli2021.pdf
  • Tafazoli, D. (2021). Teaching English with Shaad: Suggestions for a better experience. ROSHD Foreign Language Teaching, 35(2), 1-6. https://www.roshdmag.ir/fa/article/25543/English-Language-Teaching-with-Shaad-Suggestions-for-a-Better-Experience
  • 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). Attitude towards computer-assisted language learning: Do age, gender, and educational level matter? Teaching English with Technology, 19(3), 22-39. http://www.tewtjournal.org/issues/volume-2019/volume-19-issue-3/
  • 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
  • Solgi, F., & Tafazoli, D. (2018). The necessity of teaching culture in English as a foreign language courses: Iranian perspective. Journal of Language and Linguistic Studies, 14(3), 1-11. https://www.jlls.org/index.php/jlls/article/view/691/389
  • 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. (2018). A cross-cultural study on the attitudes of English language students towards computer-assisted language learning. Teaching English with Technology, 18(2), 34-68. http://www.tewtjournal.org/issues/volume-18/volume-18-issue-2/
  • 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
  • Partovi, N., & Tafazoli, D. (2016). On the relationship between Iranian EFL teachers’ self-regulation, self-resiliency, gender and teaching experience. Research in English Language Pedagogy, 4(1), 7-25. http://journals.khuisf.ac.ir/relp/article-1-187-en.pdf
  • Tafazoli, D., & Golshan, N. (2014). Review of computer-assisted language learning: History, merits & barriers. International Journal of Language and Linguistics, 2(4), 32-38. https://doi.org/10.11648/j.ijll.s.2014020501.15
  • 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
  • Kargozari, H. R., & Tafazoli, D. (2013). Computer-mediate discourse & memes. Modern Journal of Applied Linguistics, 5(3), 162-171. http://www.mjal.org/Journal/29.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., & Chirimbu, S. C. (2013). Social networking: Using Facebook in teaching English idioms. World of Linguistics and Communication, 1(30), 1-6. http://tverlingua.ru/archive/030/02_30.pdf
  • Chirimbu, S. C., & Tafazoli, D. (2013). Technology & media: Applications in language classrooms (TEFL, TESL & TESOL). Professional Communication and Translation Studies, 6(1-2), 187-194. http://www.cls.upt.ro/files/maria-nagy/SITE/Publicatii/22%20Chirimbu.pdf
  • Tafazoli, D., & Chirimbu, S. (2012). A brief foray into language classrooms and the modern use of the technology. Annals of Spiru Haret University, XVII(17), 151-160.
  • Kargozari, H. R., & Tafazoli, D. (2012). The role and relevance of play in foreign language teaching: A socio-cultural perspective. Education in the Knowledge- and Computer-based Society, 97-102.
  • Tafazoli, D. (2012). The effect of videogames on foreign language vocabulary retention. Education in the Knowledge- and Computer-based Society, 109-119.

Editorial Notes

Book Chapters

  • Waters, K., Tafazoli, D., Spray, E., Burgess, R., Shaw, E., Southgate, E., Rendoth, T., & Ledger, S. (In press). Australian initial teacher educators’ perspectives on artificial intelligence. In T. Wang & T. Keane (Eds.), Artificial intelligence for advancing education quality and inclusion: Practices across educational settings. Springer.
  • Tafazoli, D. (2025). Key barriers to and enablers of integrating technology into online language teaching. In L. McCallum & D. Tafazoli (Eds.), Computer-assisted language learning in the Global South: Exploring challenges and opportunities for students and teachers (pp. 3-23). Routledge. https://doi.org/10.4324/9781003495956
  • McCallum, L., & Tafazoli, D. (2025). Conclusion: Achievements and future potential for CALL in the Global South. In L. McCallum & D. Tafazoli (Eds.), Computer-assisted language learning in the Global South: Exploring challenges and opportunities for students and teachers (pp. 203-206). Routledge. https://doi.org/10.4324/9781003495956
  • Tafazoli, D. (2024). Extended reality in computer-assisted language learning. In H. P. Bui & E. Namaziandost (Eds.), Innovations in technologies for language teaching and learning (pp. 17-34). Springer. https://doi.org/10.1007/978-3-031-63447-5_2
  • Tafazoli, D. (2024). Critical appraisal of artificial intelligence-mediated communication in language education. In H. P. Bui, R. Kumar & N. K. Kamila (Eds.), Innovations and applications of technology in language education (pp. 62-79). Taylor & Francis. http://doi.org/10.1201/9781003473916-5
  • 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.

Refereed Proceedings

  • Southgate, E., Maddock, T., Camporeale, E., Growth, S., & Tafazoli, D. (2025). A methodological coding framework to understand school student 360-degree virtual world content creation. Proceedings of the 2025 IEEE Virtual Reality KELVAR Workshop (pp. 233-238). IEEE. https://doi.org/10.1109/VRW66409.2025.00057
  • 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)