Vol. 23, No. 2 - CALL-EJ (ISSN 1442-438X)

Vol. 23, No. 2, (Special Issue) 2022

Guest Editorial Preface: Ehsan Namaziandost, University of Applied Science and Technology, Khuzestan, Ahvaz, Iran; and Mehrarvand Institute of Technology, Abadan, Iran; pp. 1-5 (pdf)

Workshop Activity Module In E-Learning for Maximum Vocabulary Exposure in An EFL Classroom: Elfiondri, Universitas Bung Hatta, Padang, Indonesia; Faisal Mustafa, Universitas Syiah Kuala, Banda Aceh, Indonesia; Yunisrina Qismullah Yusuf, Universitas Syiah Kuala, Banda Aceh, Indonesia; pp. 6-17 (pdf)

A Look at Technology Use for English Language Learning from a Structural Equation Modeling Perspective: Tubagus Zam Zam Al Arif, Department of English Education, Universitas Jambi, Indonesia; Urip Sulistiyo, Department of English Education, Universitas Jambi, Indonesia; M. Faruq Ubaidillah, Department of English Education, Universitas Islam Malang, Indonesia; Reli Handayani, Department of English Education, Universitas Jambi, Indonesia; Esti Junining, Department of English Literature, Universitas Brawijaya, Indonesia; Muhammad Yunus, Department of English Education, Universitas Islam Malang, Indonesia; pp. 18-37 (pdf)

Can E-portfolios Reduce Foreign Language Anxiety in Online Speaking Courses during the COVID-19 Pandemic?: I Putu Indra Kusuma, English Language Education Department, Universitas Pendidikan Ganesha, Singaraja, Indonesia; Ni Putu Astiti Pratiwi, English Language Education Department, Universitas Pendidikan Ganesha, Singaraja, Indonesia; A. A. Gede Yudha Paramartha, English Language Education Department, Universitas Pendidikan Ganesha, Singaraja, Indonesia; Ida Ayu Made Istri Utami, English Language Education Department, Universitas Pendidikan Ganesha, Singaraja, Indonesia; pp. 38-55 (pdf)

The Implementation of Critical Pedagogy in Digital Second Language Acquisition in Higher Education: Age and Gender Differences: Marcel Pikhart, Department of Applied Linguistics, Faculty of Informatics and Management University of Hradec Kralove, Czech Republic; Liqaa Habeb Al-Obaydi, English Department, College of Education for Human Sciences, University of Diyala, Iraq; Ragad M Tawafak, Department of Information Technology, AlBuraimi University College, Oman; pp. 56-75 (pdf)

Improving Iranian High School Students’ Writing Skills through Online Dialogic Interactions: A Microgenetic Analysis: Zeinab Azizi, Department of Teaching English and Linguistics, Ayatollah Burojerdi University, Burojerd, Iran; Afsheen Rezai, Department of Teaching English and Linguistics, Ayatollah Burojerdi University, Burojerd, Iran; pp. 76-92 (pdf)

The Effects of TED Talks as an Instructional Tool on Developing EFL Learners’ Speaking Accuracy and Fluency: Attitude in Focus: Shouket Ahmad Tilwani, Department of English, College of Science and Humanities, Al-Kharj, Prince Sattam Bin Abdulaziz University, Alkharj, Saudi Arabia; Tawfeeq Abdulameer Hashim Alghazali, English Department, The Islamic University of Najaf, Iraq; Indrajit Patra, Independent Researcher, Durgapur, West Bengal, India; pp. 93-107 (pdf)

Collaborative Writing Assisted with Edmodo Learning Management System in Indonesian EFL Classes: Learners’ Attitudes and Learning Engagement: M. Zaini Miftah, Universitas Negeri Malang, Malang, Indonesia; Institut Agama Islam Negeri Palangka Raya, Palangka Raya, Indonesia; Bambang Yudi Cahyono, Universitas Negeri Malang, Malang, Indonesia; pp. 108-131 (pdf)

Influence of Technology-Mediated Learning Models on Student Satisfaction Based on Self-Determination Theory: Yangxi Han, University of Malaya, Malaysia; North China University of Water Resources and Electric Power, China; Ng Lee Luan, University of Malaya, Malaysia; Shuo Zhao, Communication University of China, China; pp. 132-151 (pdf)

A Mixed-methods Study of the Effects of MALL-Mediated Writing Strategy Awareness-raising on Writing Performance and Anxiety of IELTS Candidates: Hassan Soodmand Afshar, Department of English Language, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran; Narges Zareian, Department of English Language, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran; pp. 152-177 (pdf)

Flipped Presentation of IELTS Reading: Impacts on Grit, Autonomy and Reading Achievement in an EFL Context: Masoud Khabir, Department of Language and Literature, Yazd University, Safaie, Yazd, Iran; Ali Akbar Jabbari, Department of Language and Literature, Yazd University, Safaie, Yazd, Iran; Ali Mohammad Fazilatfar, Department of Language and Literature, Yazd University, Yazd, Iran; Mohammad Hasan Razmi, Department of Language and Literature, Yazd University, Iran; pp. 178-197 (pdf)

MALL in Learning English through Social Networking Tools: Students' Perceptions on Instagram Feed-based Task and Peer Feedback: Misnawati Misnawati, Doctoral student program at Universitas Negeri Makassar, Indonesia Sekolah Tinggi Ilmu Administrasi Puangrimaggalatung, Makassar, Indonesia; Yusriadi Yusriadi, Sekolah Tinggi Ilmu Administrasi Puangrimaggalatung, Makassar, Indonesia; Saidna Zulfiqar Bin Tahir, Universitas Iqra Buru, Maluku, Indonesia; pp. 198-216 (pdf)

Active Participation in Digital English Language Classes and Elements for Designing Pedagogical Strategies for Online Instruction During Covid-19: Fidel Cakmak, Alanya Alaaddin Keykubat University, Turkey; pp. 217-237 (pdf)

Preservice EFL Teachers’ Use of Symbaloo as a Learning Path to Create Online Activities: Ferit Kilickaya, Burdur Mehmet Akif Ersoy University, Turkey; Adam Mickiewicz University in Poznan, Poland; pp. 238-260 (pdf)

An Investigation of the Structural Model of Online Course Satisfaction, Online Learning Self-Efficacy, and Online Learning Climate in the EFL Context: Ali Derakhshesh, Shahid Beheshti University, Iran; Jalil Fathi, Department of English and Linguistics, Faculty of Language and Literature, University of Kurdistan, Sanandaj, Iran; Hamed Mohammad Hosseini, PhD Candidate in TEFL, Islamic Azad University, Iran; Sepideh Mehraein, PhD Candidate in TEFL, University of Tehran, Iran; pp. 261-281 (pdf)

An Investigation of EFL Learners’ Speaking Anxiety and Motivation in Face-to-Face and Synchronous Text-based Chat and Voice-based Chat Environment: Aygul Ibatova, Tyumen Industrial University, Russia; pp. 282-298(pdf)

An Account of Iranian EFL Learners’ Speaking Complexity, Accuracy, and Fluency and Foreign Language Speaking Anxiety in a Computer-Assisted Language Learning Environmen: Mehdi Nasri, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran; Sajad Shafiee, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran; Mehrdad Sepehri, Department of English, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran; pp. 299-321 (pdf)