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/announcement/view/3

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

CALL in the Global South

Editors:

Lee McCallum (Ed.D), Coventry University, UK & Dara Tafazoli (Ph.D), The University of Newcastle, Australia 

The development of Computer-Assisted Language Learning (CALL) has been investigated for more than three decades. Despite the massive publications in the Global North context, concerns have also been raised by scholars and educators regarding the efficiency, equity, and diversity of implications of integrating CALL into the education context of the Global South. The Global South is a term used to describe countries with lower levels of economic development and are often considered less potent in the global political arena compared to the more economically advanced countries of the Global North. Given the economic, social, and political challenges in such contexts, the positionality of CALL, its progress, and future directions require further investigation. 

We thus invite researchers and practitioners in the field to contribute to this critical conversation. We aim to bring together language teachers and researchers to explore issues related to CALL, share creative pedagogical approaches to incorporating CALL into teaching, and reflect on being language teachers and researchers in the digital age in Global South. To bridge the gap between theory, research, and practice, we welcome original contributions encompassing theoretical/conceptual perspectives, empirical studies, or practical applications. We welcome submissions covering diverse contexts, regardless of instruction level (K-12 or higher education) and delivery method (face-to-face or online/hybrid).

Possible topics include but are not limited to:

  • CALL practices in teaching language skills and components
  • CALL teacher education and professional development
  • CALL tools and applications
  • CALL, linguistic diversity, and social justice
  • Challenges in applying, promoting, and enhancing CALL practices.

The proposed volume will be submitted to Routledge. If you are interested, please send a proposal including a tentative title, all authors’ information (names, affiliations, email addresses, and biodata), and an abstract (500-word max) by May 30, 2023. Prospective authors will be notified on June 15, 2023. Proposals should be submitted via https://forms.gle/4g7Noa8B8Qo55HdP6.

CALLing out Culture: The Interplay Between Language, Technology and Culture

Call for papers (Special Issue)

Journal: Journal for Multicultural Education

Guest editor: Dara Tafazoli

Submission Deadline Date: 30 September 2023

Introduction

Culture is a complex concept which is manifested in various aspects of our life. Culture and language are interconnected and interdependent as culture shapes the language and is also shaped by the language. Thus, the relationship between language and culture has become a trend from the early scholars’ investigations (Quine, 1980; Sapir, 1962; Wittgenstein, 1980) to recent ones (Grosjean, 2019; Kroon & Swanenberg, 2019).

Researchers (See Jiang, 2000) suppose that language and culture are intricately interwoven, and separating them is impossible. Wei (2005) also stated that language acts as a carrier of culture. In this vein and with a focus on language education, many researchers argued that language teaching, in a sense, is culture teaching (Gao, 2006), labeling language teachers as culture teachers (Wang, 2008). The necessity of teaching culture is more emphasized through the paradigm shift from linguistic competence to communicative competence in language education. The guest editor believes that teaching culture should be at the heart of language education, which stimulates communicative competence that leads to successful language learning.

Many scholars believe that language education should include learning about the target culture as well. For example, Tomalin (2008) highlighted that language education should include teaching the target language a) cultural knowledge, b) cultural values, c) cultural behavior, and d) cultural skills, which emphasizes the significant role of culture in language education. The fifth language skill, culture, makes the learner competent in the target language society to cope with people’s beliefs, values, and norms. In other words, to function successfully in socio-cultural contexts (Halliday, 1975) and real-life situations, learners should utilize social rules of language use which need awareness of the target language social context.

However, creating a situation in which language learners can practice culture in real and natural environments is challenging. Therefore, language teachers usually look for innovative ways to integrate culture into their teaching. Thanks to its global nature and endless resources, Computer-Assisted Language Learning (CALL) can potentially act as a vehicle for practicing culture in language classes. However, the affordability of CALL for teaching culture alongside the target language is still under-researched.

In this vein, the guest editor of this special issue is interested in drawing language researchers’ attention to how CALL can be incorporated into language education and to: a) implement new approaches, methodologies, and content in teaching and learning culture, b) introduce new cross-cultural and intercultural approaches, c) increase teachers’ and students’ cultural competence, intercultural awareness, global citizenship and understanding, d) repurpose available materials and content to teach culture, e) upskill teachers through teacher education and professional development programs to successfully meet students’ cultural demands, and f) practice teaching cultural knowledge, values, behavior, and skills.

References:

Gao, F. (2006). Language is culture – On intercultural communication. Journal of Language and Linguistics, 5(1), 58-67.

Grosjean, F. (2019). A journey in languages and cultures: The life of a bicultural bilingual. Oxford University Press.

Halliday, M. A. K. (1975). Learning how to mean. In E. H. Lenneberg & E. Lenneberg (Eds.), Foundations of language development: A multidisciplinary approach (pp. 239-265). Academic Press.

Jiang, W. (2000). The relationship between culture and language. ELT Journal, 54(4), 328-334.

Kroon, S., & Swanenberg, J. (Eds.). (2019). Chronotopic identity work: Sociolinguistic analyses of cultural and linguistic phenomena in time and space. Multilingual Matters.

Quine, W. V. (1980). From a logical point of view: Nine logico-philosophical essays. Harvard University Press.

Sapir, E. (1962). Culture, language and personality. University of California.

Tomalin, B. (2008). Culture – the fifth language skill. British Council. http://www.teachingenglish.org.uk/think/articles/culture-fifth-language…

Wei, Y. (2005). Integrating Chinese culture with TEFL in Chinese classroom. Sino-US English Teaching, 2(7), 55-58.

Wittgenstein, L. (1980). Culture and value. (Translated by P. Winch). Chicago University Press.

Wang, X.-Y. (2008). Reflection on the notion of culture teaching. US-China Foreign Language, 6(1), 49-53.

Further Readings:

Tafazoli, D., Gomez Parra, M. E., & Huertas-Abril, C. A. (Eds.) (2018). Cross-cultural perspectives on technology-enhanced language learning. IGI Global. https://doi.org/10.4018/978-1-5225-5463-9

Tafazoli, D., & Romero, M. (Eds.) (2016). Multiculturalism and technology-enhanced language learning. IGI Global. https://doi.org/10.4018/978-1-5225-1882-2

List of Topic Areas:

Articles will be sought to draw language researchers’ attention to how CALL can be incorporated into language education and to:

a) implement new approaches, methodologies, and content in teaching and learning culture,

b) introduce new cross-cultural and intercultural approaches,

c) increase teachers’ and students’ cultural competence, intercultural awareness, global citizenship and understanding,

d) repurpose available materials and content to teach culture,

e) upskill teachers through teacher education and professional development programs to successfully meet students’ cultural demands, and

f) practice teaching cultural knowledge, values, behavior, and skills.

Submission Information:

Submissions are made using ScholarOne Manuscripts. Registration and access are available at:  https://mc.manuscriptcentral.com/jfme

Author guidelines must be strictly followed. Please see:  https://www.emeraldgrouppublishing.com/journal/jme#author-guidelines

Authors should select (from the drop-down menu) the special issue title CALLing out Culture: The Interplay Between Language, Technology and Culture at the appropriate step in the submission process, i.e. in response to “Please select the issue you are submitting to”. 

Submitted articles must not have been previously published, nor should they be under consideration for publication anywhere else, while under review for this journal.

Key Deadlines:

Abstract submission deadline: 5 February 2023

Please email abstracts to Dara.Tafazoli@newcastle.edu.au

Submission opens: 1 September 2022

Article submission deadline: 30 September 2023

Call for Book Chapters:

CALL Teacher Education and Professional Development: Voices from Under-represented Contexts

Editors:

Dara Tafazoli, PhD., University of Newcastle, Australia

Michelle Picard, PhD., Murdoch University, Australia

Publisher

This collection will be part of the Springer book series entitled English Language Teaching: Theory, Research and Pedagogy (series editor, Christine Coombe).

Description

The editors of CALL Teacher Education and Professional Development: Voices from Under-represented Contexts invite you to submit a chapter to an edited volume that focuses on innovative practices, practical applications, and theoretical frameworks and approaches to address CALL teacher education and professional development in under-represented contexts.

The focus of the international publication is on some specific contexts (e.g., the US), and the role of CALL teacher education and professional development in many contexts (e.g., Africa, Asia, and the Middle East) is still vague. Thus, the understanding of how and with what resources language teachers are developed and trained requires further investigation. This comprehensive volume is intended to address this gap through theoretical and empirical studies to shape a more inclusive and comprehensive picture of various aspects of CALL teacher education and professional development globally.

Recommended Topics

We invite unpublished theoretical or empirical chapters that focus on any level of language education focusing on but not limited to the following topics:

  • Critical analysis of available theoretical frameworks
  • Teacher and teacher educator identity
  • Use of CALL tools with pre-/in-service language teachers
  • The merits and barriers of CALL teacher education and professional development
  • The design of CALL teacher education and professional development programs
  • The role of national education policies
  • The voices of CALL teacher educators and their experiences
  • Descriptions of CALL professional development opportunities
  • Teachers’ professional standards
  • The curriculum of language teacher preparation programs
  • Resources and materials to be used in preparing and supporting language teachers
  • Course descriptions/syllabi, lesson plans, activities in CALL professional development

Timeline

Publication StepsProvisional Dates
Proposals dueOctober 30, 2021
Notification of acceptance by editorsOngoing
Final chapters to be submittedMarch 31, 2022
Manuscript submission to SpringerMay 2022

Submission and inquiries

We invite you to submit a proposal of no more than 500 words. Proposals should detail the area of focus, and as applicable, the gap, the research design and methodologies used, and key findings related to CALL teacher education and professional development. We are particularly interested in research projects, case studies, narrative accounts, and resources that spotlight local voices.

Identifying information, including the name of the author(s), affiliation(s), contact information for all author(s), and a 50-word biographical statement for each author, should be included in the same document. Based on the review of the proposals, authors will be invited to submit complete chapters for possible inclusion in the book. Submit your proposals and inquiries directly to Dara Tafazoli at Dara.Tafazoli@uon.edu.au

Special Issue on ‘CALL Teacher Education and Professional Development’

Guest Editor:

Dara Tafazoli, PhD., University of Newcastle, Australia

Description

The COVID-19 pandemic, in particular, has highlighted the critical role of technology in language education. However, the successful integration of technologies in language education mainly depends on the teacher’s knowledge and literacy to apply them effectively and meaningfully. In other words, in the end, teachers are those who should decide which technologies, as a means of instruction, would assist them in language teaching and how to use the chosen technology in delivering the content. One of the main issues in integrating technology in language education is teacher education and professional development. Both pre- and in-service language teachers should receive continuous training on technology-based pedagogy.

Research on technology implementation in language education has mainly been in the field of what is called ‘Computer-Assisted Language Learning (CALL).’ The literature review on CALL teacher education and professional development also shows that little has been focused on: a) What CALL teacher education should entail in order to help teachers adopt technology effectively, b) How exactly CALL professional development courses impact teachers’ technological, pedagogical, and content knowledge, and c) What are the barriers and enablers of the uptake and effective use of CALL literacy by language teachers under conditions of a rapid increase in technology use (e.g., COVID-19 outbreak). 

This special issue aims to concentrate on innovative practices, practical applications, and theoretical frameworks and approaches to address CALL teacher education and professional development in different countries from pre-school to higher education. More specifically, my goal with this special issue is twofold: to showcase practitioners and researchers in an internationally reputable journal and to provide an outlet for language teachers to reflect on their own engagement in CALL professional development based on the recent findings in the field.

I invite quantitative, qualitative, and mixed methods studies reporting on CALL teacher education and professional development that meet the needs of applied linguists, Computer-Assisted Language Learning (CALL)/Technology-Enhanced Language Learning (TELL) researchers, language teachers, and TEFL/TESOL/Linguistics graduate and post-graduate students. 

Recommended Topics

The scope of the special issue includes but is not limited to the following topics:

  • Critical analysis of available theoretical frameworks
  • TPACK and CALL/MALL teacher education and professional development
  • CALL/MALL teacher education amid the (post)pandemic era (i.e., COVID-19)
  • Preparing teachers for Emergency remote teaching
  • Current CALL/MALL workshops and webinars
  • Need analysis of CALL/MALL teacher education and professional development courses


Timeline

The following timeline is anticipated:

Proposal submission to the editor                               June 15, 2021

Proposal acceptance/rejection notification                 June 30, 2021

Full manuscript submission due                                 October 1, 2021

Review results                                                             November 1, 2021

Revised manuscripts due                                            December 1, 2021

Final revisions requested                                            December 15, 2021

Publication                                                                  February 2022

Journal

This special issue is proposed to be published by the journal of Teaching English with Technology (TEwT).TEwTis a double-blind, peer-reviewed journal that seeks to disseminate cutting-edge work focused mainly on the use of technology in TESOL (Teaching English To Speakers of Other Languages). The Journal is interested in theoretical and practical articles that resonate with an international audience. TEwT occasionally publishes special issues in more specialised areas of technology use in education. TEwT is currently indexed in Scopus (Q1 in Language and Linguistics), Index Copernicus, ERIH+, Central and Eastern European Online Library, EBSCO, ERIC, CEJSH, BazHum, Cabell’s Publishing DIrectory, MLA Directory of Periodicals, the Australian Research Council journal list, the Polish Ministry of Science and Higher Education B list. TEwT believes firmly that there should be no charges associated with the submission and publication of articles. Moreover, all TEwT-reviewed articles published are free to access. The publishers of TEwT are: IATEFL Poland Computer Special Interest Group, the University of Nicosia (Cyprus) and Maria Curie-Skłodowska University (Poland).

For additional information regarding the journal, please visit: https://www.tewtjournal.org/

You can also find detailed journal’s code of conduct and malpractice policy at https://www.tewtjournal.org/wp-content/uploads/2014/09/code-of-conduct-final.pdf

Submission and inquiries

I invite you to submit a proposal of no more than 500 words using APA 7th style in MS Word format (.doc/.docx) to Dara.Tafazoli@uon.edu.au. Proposals should detail the area of focus, the gap, the research design and methodologies used, and key findings related to CALL teacher education and professional development. Identifying information, including name of author(s), affiliation(s), contact information for all author(s), and a 50-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.

For this special issue, please submit your proposals and inquiries directly to:

Dara Tafazoli

Dara.Tafazoli@uon.edu.au

Special Issue on ‘New Literacies in Language Education’

Editors:
Dara Tafazoli, PhD., University of Newcastle, Australia
Michelle Picard, PhD., Murdoch University & University of Newcastle, Australia

Description

The transition from text-based interactions to a multi-modal environment has changed the traditional concept of literacy from the ability to write and read to the new literacies variously called ‘multiliteracies’ (Gee, 1992), ‘multimedia literacy’ (New London Group, 1996), ‘technological literacies’ (Lankshear et al., 1997), ‘silicon literacies’ (Snyder, 1997), ‘electronic literacy’ (Warschauer, 1999), ‘technoliteracy’ (Erben, 1999), ‘new literacy/literacies’ (Salaberry, 2000), ‘multiple literacies’ (Kellner, 2002), ‘electracy’ (Ulmer, 2003), ‘online literacy’ (Snyder & Beavis, 2004), digital literacy (Dudeney, et al., 2013), and Computer-Assisted Language Learning (CALL) literacy (Tafazoli, 2014, 2017).

Language teachers and students in this new environment need more than so-called ‘21st-century skills’ such as creativity and innovation, collaboration and teamwork, critical thinking, problem-solving, autonomy, flexibility, and lifelong learning (Dudeney et al., 2013), they also need the new literacies as described above to function effectively. In our digitalized environment, the focus of language education should be on teachers and students’ literacy in using technology appropriately and efficiently as a means of teaching and producing language.

Thus, the special issue of ‘New Literacies in Language Education’ aims to address the main issues in language teachers and students’ literacies based on the technology-based environment in different cultures around the world. The focus of this issue will be on quantitative, qualitative, and mixed methods studies that meet the needs of applied linguists, Computer-Assisted Language Learning (CALL)/Technology-Enhanced Language Learning (TELL) researchers, language teachers, and TEFL/TESOL/Linguistics graduate and post-graduate students.

Recommended Topics

The scope of the special issue includes but is not limited to the following topics:

  • Teacher education and professional development,
  • Computer-Assisted Language Learning (CALL)/ Technology-Enhanced Language Learning (TELL),
  • Intercultural language education,
  • Game-based language learning,
  • Language testing and assessment,
  • English for Specific/Academic Purposes (ESP/EAP),
  • Bilingualism,
  • Language educational policies,
  • Material and content development,
  • Open and distance education,
  • Blended learning/ Flipped classroom/ Hybrid courses

Timeline

The following timeline is anticipated:

  • Proposal submission (optional) November 2020
  • Manuscript submission deadline January 1, 2021
  • Publication April-June, 2021

Journal

This special issue will be published by the Aula Abierta, an official publication of the University of Oviedo, Spain. ‘Aula Abierta’ is a quarterly scientific journal (January-March, April-June, July-September and October-December) that publishes unpublished articles on education, of an empirical or theoretical nature, in Spanish or English, relevant to researchers or professionals in Education, to whom the journal is addressed. More than 75% of the articles published will be empirical works that communicate original research results. The rest, descriptive works on innovative educational experiences or of a theoretical nature, will be published only by proposal or prior request of the journal’s management team. For additional information regarding the journal, please visit: https://www.unioviedo.es/reunido/index.php/AA/index. You can also find detailed manuscript formatting and guidelines at https://www.unioviedo.es/reunido/index.php/AA/about/submissions#authorGuidelines Indexing information at https://www.unioviedo.es/reunido/index.php/AA/about/editorialPolicies#custom-0.

If you have any questions or concerns, please do not hesitate to contact us. This publication is anticipated to be released in the April-June 2021.

Submission & inquiries For this special issue, please submit your proposals and inquiries directly to: Dara Tafazoli Dara.Tafazoli@uon.edu.au

  • References
  • Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies. Pearson Education.
  • Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on computer-assisted language learning (pp. 229–248). Swets & Zeitlinger.
  • Gee, J. (1992). The social mind: Language, ideology, and social practice. Bergin and Garvey.
  • Kellner, D. (2002). Technological revolution, multiple literacies, and the restructuring of education. In I. Snyder (Ed.), Silicon literacies (pp. 154-169). Routledge.
  • Lankshear, C., Gee, J. P., Knobel, M., & Searle, C. (1997). Changing literacies. Open University Press.
  • New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92.
  • Salaberry, M. R. (2000). Pedagogical design of computer mediated communication tasks: Learning objectives and technological capabilities. The Modern Language Journal, 84(1), 28–37.
  • Snyder, I. (Ed.). (1997). Page to screen: Taking literacy into the electronic era. Routledge.
  • Snyder, I., & Beavis, C. (Eds.). (2004). Doing literacy online: Teaching, learning and playing in an electronic world. Hampton Press.
  • Tafazoli, D. (2014, September). Computer-Assisted Language Learning literacy. 7th International Biannual Conference on Issues in English Language Teaching in Iran, University of Tehran, Tehran, Iran.
  • Tafazoli, D. (2017, December). CALL Literacy. A series of workshops on Computer-Assisted Language Learning, Islamic Azad University – South Tehran Branch.
  • Ulmer, G. L. (2003). Internet invention: From literacy to electracy. Longman.
  • Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Lawrence Erlbaum.
CALL FOR PAPERS
 
for the Conference entitled
 
‘The 1st Conference on Blended Education’
            http://conference.pnu.ac.ir/Tehran-Blendededu/default.aspx
 
It would be my honor to invite you to submit a paper for presentation at our conference entitled the 1st Conference on Blended Education, to be held by Research Center of Open and Distance Education of Payam-e Noor University in Tehran, Iran, on November 20-21, 2019.
 
Blended Language Education is a special panel of the conference which dedicated to promoting scholarly exchange among teachers and researchers in the field of language teaching/learning and educational technology. This panel will try to cover the main issues in blended language learning and teaching from different perspectives around the world. The main focus of this section will be on review, quantitative, qualitative, and mixed methods studies which meet the needs of applied linguists, TELL/CALL researchers, language teachers, and TEFL/TESOL/Linguistics graduate and post-graduate students.
 
 
Recommended Topics
The many academic areas covered in “Blended Language Education” panel include, but not limited to:
 
·           Adult and continuing language education
·           Advanced language learning technologies
·           Artificial Intelligence in language education
·           Assertive and assistive language educational technologies
·           Assessment, measurement, and evaluation
·           Curriculum development
·           Digital and electronic literacy
·           Distance learning
·           E-education and e-learning
·           Early childhood language education
·           Educational technologies
·           Ethical issues in blended language education
·           Flipped classroom
·           Material developments and syllabus design
·           Massive Open Online Course (MOOC)
·           Mobile-learning
·           Multimedia in e-learning
·           Online language learning
·           Personalized learning
·           Teacher education/professional development
·           Theoretical foundations and perspectives
·           Ubiquitous learning
·           Virtual and digital classrooms
·           Web-based learning
 
 
Submission Procedure
 
Please contact Dara Tafazoli at dara.tafazoli@yahoo/gmail.com for consulting your proposal for inclusion in the conference.
 
Researchers and practitioners are invited to submit their proposals on or before November 2, 2019 (Aban 11, 1398), a 300-500-word proposal clearly explaining the mission and concerns of his or her proposed paper. All submitted abstracts and full papers will be reviewed on a double-blind review basis. 
 
Please visit http://conference.pnu.ac.ir/Tehran-Blendededu/default.aspx for more details regarding this event and to submit your work. If you have any questions or concerns, please do not hesitate to contact me.
 
Thank you very much for your consideration of this invitation, and we hope to hear from you by November 2, 2019 (Aban 11, 1398)!
 
 
Timeline
The following timeline is anticipated:
 
Proposal submission deadline …………………………………………….November 2, 2019
Proposal acceptance/rejection notification…………………………… November 9, 2019
Full paper submission for publication (Optional)……………………November 19, 2019
Conference dates ……………………………………………………………….November 20-21, 2019
 
 
Presentation for Virtual Participants (Non-attending Authors):
 
If you wish your paper to be presented in the conference, but you are not able to attend the conference in person, please follow the guidelines as virtual participant:
 
·         Virtual authors should submit their abstracts for evaluation before the deadline: November 2, 2019.
·         Virtual presentations will not be simultaneous. Virtual authors can optionally submit a PowerPoint presentation (with video and/or audio), recorded video, or present their papers online through Skype. These presentations will be uploaded onto the conference website (except online Skype presentations), in a special virtual section, so that all the conference participants will have access to them during and after the conference.
·         This virtual section will enable all participants to have access to all the virtual presentations during and after the event, without having any limitations linked to time zone differences.
·         The deadline for submitting this presentation is November 15, 2019.
 
 
Inquiries:
Inquiries should go to:
 
Dara Tafazoli, Ph.D.
University of Newcastle, Australia
Chair of the Blended Language Education
The 1st Conference on Blended Education
http://conference.pnu.ac.ir/Tehran-Blendededu/default.aspx
Email: dara.tafazoli@yahoo/gmail.com