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Academic Background
Parisa MEHRAN
December 2015
Education
• Bachelor of Arts in English Language and Literature
(2005-2009)
• Master of Arts in Teaching English as a Foreign Language
(2009-2012)
Experience in
Computer Assisted Language Learning (CALL)
Auditing and passing graduate courses in CALL at Alzahra University
Attending online courses, online workshops, and webinars
edX
• Design and Development of Educational Technology
• Implementation and Evaluation of Educational Technology
• Teaching with Technology and Inquiry: An Open Course For Teachers
• Overview of Creating an edX Course
Electronic Village Online (EVO)
• Moodle for Teachers
• Flipped Learning
• Becoming a Webhead
• Podcasting for the ESL/EFL Classroom
• Digital Tools with Purpose in the Classroom
• Information and Communication Technology for
English Language Teachers
• CLIL: Using Technology for Content and Language
Integrated Learning
Coursera
• Fundamentals of Online Education: Planning and Application
• E-learning and Digital Cultures
• Foundations of Virtual Instruction
• Learning to Teach Online
• K-12 Blended & Online Learning
• Powerful Tools for Teaching and Learning: Web 2.0 Tools
Canvas
• Digital Literacies
• Introduction to Learning Technologies
• Becoming a Blended Learning Designer
WizIQ
• Teaching with Technology
• Learn to Blend & Flip with Technology
• Second Life MOOC
• Emerging Google Tools for the Connected Educator
• Moodle MOOT
• Understanding the WizIQ System for Teaching
Technology in English Language Instruction (TiELI)
Academic Background, December 2015
Cambridge English Teacher
Iatefl
TESOL International Association
The Consultants-e
#ELTchat
One-day seminar at Alzahra University on
Computer Assisted Assessment (e-assessment)
Membership in CALL CoPs and Associations
• TELLSI CALL SIG
• IRAN CALL
• EUROCALL
• TESOL CALL-IS
• Webheads in Action
Future Membership
• JALTCALL (Japan Association of Language Teaching)
• LET (The Japan Association for Language Education and Technology)
• APACALL (The Asia-Pacific Association for Computer-Assisted Language Learning)
• PacCALL (The Pacific Association for Computer Assisted Language Learning)
• GloCALL (The Globalization and Localization in Computer-Assisted Language Learning)
• WorldCALL
• CALICO (Computer-Assisted Language Instruction Consortium)
• IALLT (International Association for Language Learning Technology)
Research on CALL
Validating a Computer-Assisted
Language Learning Attitude Instrument
Used in Iranian EFL Context: An
Evidence-based Approach
Published in Computer Assisted
Language Learning (Taylor & Francis)
Action Research
Integrating CALL into an Iranian EAP
course: Constraints and affordances
Presented at the 22nd EUROCALL
Conference, the University of
Padova, Italy
Figure 1: A screenshot of the course website
Ideas for Further Research
General Research Interests
• Use of Web 0.2 tools (e.g., blogs, wikis, podcasts) in language
education
• Use of AR/VR in English language education
• Online course design
• Developing iOS/Android applications for language learning (MALL)
• Google Assisted Language Learning (GALL)
• Teacher Education in CALL
Research Plan
Constructing an EAP SPOC (Small Private Online Course) platform
for Japanese learners of English at Osaka University with the help
of interdisciplinary professors and information technology experts
Based on a thorough needs analysis, the course will be designed
and developed guided by theoretical frameworks and models for
online course design (e.g., the Successive Approximation Model
(SAM) by Allen (2012) an adaptation of the generic ADDIE
(analysis, design, development, implementation, evaluation)
model).
• Needs analysis questionnaire for non-English-background
students
Gravatt, B., J. C. Richards & M. Lewis (1997). Language needs in
tertiary studies: ESL Students at the University of Auckland.
Institute of Language Teaching and Learning Occasional Papers,
No. 10
• Technology survey questionnaire
Winke, P., & Goertler, S. (2008). Did we forget someone?
Students' computer access and literacy for CALL. CALICO Journal,
25(3), 482-509.
Needs Analysis RQs
1) What are the EFL instructors’ perceptions of the importance of
problematic areas in English classes?
2) What are the EFL students’ perceptions of the importance of
problematic areas in English classes?
Learners’ Readiness for e-Learning RQs
Are EFL learners ready for an online course?
How do students perceive their computer literacy?
• Using the affordances of online environment, novel
approaches to English language teaching will be practiced.
• After being implemented, the experiences and preferences of
Japanese learners of English will be explored.
• Finally, the effectiveness of the course quality will be evaluated
using the Quality Matters (QM) RubricTM for Higher Education
Online Course Design.
As stated by Gao and Legon (2015), the Rubric has been adopted
by more than 850 higher education institutions in the United
States and an increasing number of English-language institutions
around the world, and it provides a detailed guidance to
ascertain course quality.
Tentative Research Questions
This study seeks to answer the following research questions:
1. What are the issues and challenges in designing, developing,
and implementing an EAP online course for Japanese learners of
English?
2. What are the experiences of Japanese learners of English in
the designed EAP online course?
3. To what extent is the designed EAP online course effective in
terms of quality?
Future Lifelong Learning among IT Experts
• Learning programming languages
like HTML, PHP, Python, etc.
• Working with different Content
Management Systems and
Learning Management Systems
• Working with different e-Learning
Authoring Tools like Adobe
Captivate, Adobe Edge Animate,
Adobe Flash, Articulate Storyline,
etc.

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Academic Background, December 2015

  • 2. Education • Bachelor of Arts in English Language and Literature (2005-2009) • Master of Arts in Teaching English as a Foreign Language (2009-2012)
  • 3. Experience in Computer Assisted Language Learning (CALL)
  • 4. Auditing and passing graduate courses in CALL at Alzahra University
  • 5. Attending online courses, online workshops, and webinars
  • 6. edX • Design and Development of Educational Technology • Implementation and Evaluation of Educational Technology • Teaching with Technology and Inquiry: An Open Course For Teachers • Overview of Creating an edX Course
  • 7. Electronic Village Online (EVO) • Moodle for Teachers • Flipped Learning • Becoming a Webhead • Podcasting for the ESL/EFL Classroom • Digital Tools with Purpose in the Classroom • Information and Communication Technology for English Language Teachers • CLIL: Using Technology for Content and Language Integrated Learning
  • 8. Coursera • Fundamentals of Online Education: Planning and Application • E-learning and Digital Cultures • Foundations of Virtual Instruction • Learning to Teach Online • K-12 Blended & Online Learning • Powerful Tools for Teaching and Learning: Web 2.0 Tools
  • 9. Canvas • Digital Literacies • Introduction to Learning Technologies • Becoming a Blended Learning Designer
  • 10. WizIQ • Teaching with Technology • Learn to Blend & Flip with Technology • Second Life MOOC • Emerging Google Tools for the Connected Educator • Moodle MOOT • Understanding the WizIQ System for Teaching
  • 11. Technology in English Language Instruction (TiELI)
  • 13. Cambridge English Teacher Iatefl TESOL International Association The Consultants-e #ELTchat
  • 14. One-day seminar at Alzahra University on Computer Assisted Assessment (e-assessment)
  • 15. Membership in CALL CoPs and Associations • TELLSI CALL SIG • IRAN CALL • EUROCALL • TESOL CALL-IS • Webheads in Action
  • 16. Future Membership • JALTCALL (Japan Association of Language Teaching) • LET (The Japan Association for Language Education and Technology) • APACALL (The Asia-Pacific Association for Computer-Assisted Language Learning) • PacCALL (The Pacific Association for Computer Assisted Language Learning) • GloCALL (The Globalization and Localization in Computer-Assisted Language Learning) • WorldCALL • CALICO (Computer-Assisted Language Instruction Consortium) • IALLT (International Association for Language Learning Technology)
  • 18. Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-based Approach Published in Computer Assisted Language Learning (Taylor & Francis)
  • 20. Integrating CALL into an Iranian EAP course: Constraints and affordances Presented at the 22nd EUROCALL Conference, the University of Padova, Italy
  • 21. Figure 1: A screenshot of the course website
  • 22. Ideas for Further Research
  • 23. General Research Interests • Use of Web 0.2 tools (e.g., blogs, wikis, podcasts) in language education • Use of AR/VR in English language education • Online course design • Developing iOS/Android applications for language learning (MALL) • Google Assisted Language Learning (GALL) • Teacher Education in CALL
  • 24. Research Plan Constructing an EAP SPOC (Small Private Online Course) platform for Japanese learners of English at Osaka University with the help of interdisciplinary professors and information technology experts
  • 25. Based on a thorough needs analysis, the course will be designed and developed guided by theoretical frameworks and models for online course design (e.g., the Successive Approximation Model (SAM) by Allen (2012) an adaptation of the generic ADDIE (analysis, design, development, implementation, evaluation) model).
  • 26. • Needs analysis questionnaire for non-English-background students Gravatt, B., J. C. Richards & M. Lewis (1997). Language needs in tertiary studies: ESL Students at the University of Auckland. Institute of Language Teaching and Learning Occasional Papers, No. 10 • Technology survey questionnaire Winke, P., & Goertler, S. (2008). Did we forget someone? Students' computer access and literacy for CALL. CALICO Journal, 25(3), 482-509.
  • 27. Needs Analysis RQs 1) What are the EFL instructors’ perceptions of the importance of problematic areas in English classes? 2) What are the EFL students’ perceptions of the importance of problematic areas in English classes?
  • 28. Learners’ Readiness for e-Learning RQs Are EFL learners ready for an online course? How do students perceive their computer literacy?
  • 29. • Using the affordances of online environment, novel approaches to English language teaching will be practiced. • After being implemented, the experiences and preferences of Japanese learners of English will be explored. • Finally, the effectiveness of the course quality will be evaluated using the Quality Matters (QM) RubricTM for Higher Education Online Course Design.
  • 30. As stated by Gao and Legon (2015), the Rubric has been adopted by more than 850 higher education institutions in the United States and an increasing number of English-language institutions around the world, and it provides a detailed guidance to ascertain course quality.
  • 31. Tentative Research Questions This study seeks to answer the following research questions: 1. What are the issues and challenges in designing, developing, and implementing an EAP online course for Japanese learners of English? 2. What are the experiences of Japanese learners of English in the designed EAP online course? 3. To what extent is the designed EAP online course effective in terms of quality?
  • 32. Future Lifelong Learning among IT Experts • Learning programming languages like HTML, PHP, Python, etc. • Working with different Content Management Systems and Learning Management Systems • Working with different e-Learning Authoring Tools like Adobe Captivate, Adobe Edge Animate, Adobe Flash, Articulate Storyline, etc.