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Parisa MEHRAN
Osaka University
9 December 2015
Outline
1. Past: Academic Background
2. Present: Research Student
3. Future: Research Plan
Outline
1. Past:
Education (学歴)
Work Experience (職歴)
Field of Study (専門分野)
Research: Publications and Presentations
(研究:論文・学会発表)
2. Present:
Activities in Japan (日本での活動)
3. Future:
Research Plan (研究計画)
Education (学歴)
Bachelor of Arts in English Language and Literature,
Alzahra University, (2005-2009)
Master of Arts in Teaching English as a Foreign
Language, Alzahra University, (2009-2012)
Researcher, Alzahra University, (2012-2014)
Research Student, Osaka University, (2015-Present)
Work
Experience
職歴
English Teacher (2008-2014)
English Instructor (2013-2014)
Research and Teaching Assistant (2010-2015)
Thesis Editor and Proofreader (2011-2015)
Journal Reviewer (2013-present)
CV Presentation, PhD Entrance Examination, December 2015
Auditing and passing
graduate courses in CALL
(Computer Assisted
Language Learning
コンピューター
支援言語学習)
at Alzahra University
Attending
online courses,
online workshops,
online conferences,
and webinars
CV Presentation, PhD Entrance Examination, December 2015
Membership in CALL CoPs and Associations (所属学会)
•TELLSI CALL SIG
•IRAN CALL
•TESOL CALL-IS
•Webheads in Action
•EUROCALL
Future Membership (未来所属学会)
• JALTCALL (Japan Association
of Language Teaching)
• LET (The Japan Association for
Language Education and
Technology)
• CALICO (Computer-Assisted
Language Instruction
Consortium)
• IALLT (International
Association for Language
Learning Technology)
CV Presentation, PhD Entrance Examination, December 2015
Research Interests
研究内容
• Web 2.0 Tools in Language Education
• Mobile Assisted Language Learning (MALL)
• Google Assisted Language Learning (GALL)
• Virtual Reality Assisted Language Learning
(VRALL)
• Robot Assisted Language Learning (RALL)
• Flipped Learning
• Teacher Education in CALL
• Online Course Design
Validating a Computer-Assisted Language
Learning Attitude Instrument Used in
Iranian EFL Context: An Evidence-based
Approach (2015)
Published in Computer Assisted Language
Learning (Taylor & Francis)
論文
Perception of Service Quality in
Higher Education:
The Untold Stories of Iranian Academics
Presented at the 41st Annual
International JALT Conference, Shizuoka
20-23 November 2015
Integrating CALL into an Iranian EAP Course:
Constraints and affordances
Presented at the 22nd EUROCALL Conference,
the University of Padova, Italy, 26-29 August
2015
In F. Helm, L. Bradley, M. Guarda, & S. Thouësny
(Eds.), Critical CALL – Proceedings of the 2015
EUROCALL Conference, Padova, Italy (pp. 1-5).
Dublin: Research-publishing.net.
doi:10.14705/rpnet.2015
CV Presentation, PhD Entrance Examination, December 2015
CV Presentation, PhD Entrance Examination, December 2015
Presented at the 17th Annual
Conference of the Japan Language
Testing Association (JLT), Waseda
University, Tokyo, September 2013
Justifying the Use of an English Language
Placement Test with an Assessment Use
Argument
• Comprehensive Japanese IJ200 & JB300
(総合日本語)
• Kanji and Vocabulary IJ200 & JB300
(漢字と語彙)
• Reading IJ200
(読解)
• Presentation IJ200
(専門日本語プレゼンテーション基礎)
• Japanese Grammar IJ200 & JB300
(日本語文法)
Extracurricular Activities
• Sports Festival
• Sexual Harassment Awareness
Workshop
• Academic Harassment Awareness
Workshop
大阪大学留学生会
ハラスメント相談室
School Visits スクールビジット
Houtokugakuen Junior High School
Osaka Prefectural Ibaraki High School
• ICT and Language Education (Kyoto JALT)
• Inspire or Perspire? Getting
Students Speaking (Nara JALT)
• Edcamp Kansai
• Case Based Critical Thinking Series
(Osaka University)
• Open Education Leading University
Education Reform (Osaka University,
TLSC)
CV Presentation, PhD Entrance Examination, December 2015
Design, Implementation, and Evaluation
of an EGAP
(English for General Academic Purposes)
Online Course for Japanese University Students
with the help of interdisciplinary professors and IT experts
✅
Successive Approximation Model (SAM) by Allen (2012)
CV Presentation, PhD Entrance Examination, December 2015
Needs Analysis Questionnaire
(Gravatt, Richards, & Lewis, 1997)
Technology Survey
(Winke & Goertler, 2008)
Course planning
in a systematic way
Iterative Design Phase
Iterative Development Phase
Syllabus
Course Schedule
Content
Assessment
Activities
Tasks
Projects
Learning objects
Innovative Approaches to
English Language Teaching
Project-based learning
Active learning
Deep learning
Co-constructed learning
Inquiry-based learning
Collaborative learning
c
✅ ✅
Nellie's Osaka English Education Seminar and Book
Fair by Language Teaching Professionals
World English Series (2015)
based on TED Talks and National Geographic
21st century skills (e.g., critical thinking)
Technical Aspects in
Development Phase
Authoring tools (e.g., Adobe Flash, Adobe Captivate, Xerte)
Programming (e.g., App development)
Speech recognition
Closed Captioning
Technical Aspects in
Implementation Phase
LMS (e.g., Blackboard, Moodle)
Web 2.0 tools
Video conferencing tools (e.g., Adobe Connect, Google Hangout)
The Quality Matters (QM)TM Rubric
The experiences and perceptions of the
learners toward the course
(e.g., Oliver, Tucker, Gupta, & Yeo,
2008; Young & Norgard, 2006)
1. English language needs
2. Readiness for e-learning
3. Learner training
4. Learner engagement
5. CALL-infused project-based learning
6. Perception analysis
7. Quality assurance
8. Issues and challenges of online course design
9. Practice-oriented presentation/workshop
10. Book review on the series
Computers will not replace teachers.
However, teachers who use computers will replace teachers who don’t.
— Ray Clifford

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CV Presentation, PhD Entrance Examination, December 2015

  • 2. Outline 1. Past: Academic Background 2. Present: Research Student 3. Future: Research Plan Outline 1. Past: Education (学歴) Work Experience (職歴) Field of Study (専門分野) Research: Publications and Presentations (研究:論文・学会発表) 2. Present: Activities in Japan (日本での活動) 3. Future: Research Plan (研究計画)
  • 3. Education (学歴) Bachelor of Arts in English Language and Literature, Alzahra University, (2005-2009) Master of Arts in Teaching English as a Foreign Language, Alzahra University, (2009-2012) Researcher, Alzahra University, (2012-2014) Research Student, Osaka University, (2015-Present)
  • 5. English Teacher (2008-2014) English Instructor (2013-2014) Research and Teaching Assistant (2010-2015) Thesis Editor and Proofreader (2011-2015) Journal Reviewer (2013-present)
  • 7. Auditing and passing graduate courses in CALL (Computer Assisted Language Learning コンピューター 支援言語学習) at Alzahra University
  • 10. Membership in CALL CoPs and Associations (所属学会) •TELLSI CALL SIG •IRAN CALL •TESOL CALL-IS •Webheads in Action •EUROCALL
  • 11. Future Membership (未来所属学会) • JALTCALL (Japan Association of Language Teaching) • LET (The Japan Association for Language Education and Technology) • CALICO (Computer-Assisted Language Instruction Consortium) • IALLT (International Association for Language Learning Technology)
  • 13. Research Interests 研究内容 • Web 2.0 Tools in Language Education • Mobile Assisted Language Learning (MALL) • Google Assisted Language Learning (GALL) • Virtual Reality Assisted Language Learning (VRALL) • Robot Assisted Language Learning (RALL) • Flipped Learning • Teacher Education in CALL • Online Course Design
  • 14. Validating a Computer-Assisted Language Learning Attitude Instrument Used in Iranian EFL Context: An Evidence-based Approach (2015) Published in Computer Assisted Language Learning (Taylor & Francis) 論文
  • 15. Perception of Service Quality in Higher Education: The Untold Stories of Iranian Academics Presented at the 41st Annual International JALT Conference, Shizuoka 20-23 November 2015
  • 16. Integrating CALL into an Iranian EAP Course: Constraints and affordances Presented at the 22nd EUROCALL Conference, the University of Padova, Italy, 26-29 August 2015 In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 1-5). Dublin: Research-publishing.net. doi:10.14705/rpnet.2015
  • 19. Presented at the 17th Annual Conference of the Japan Language Testing Association (JLT), Waseda University, Tokyo, September 2013 Justifying the Use of an English Language Placement Test with an Assessment Use Argument
  • 20. • Comprehensive Japanese IJ200 & JB300 (総合日本語) • Kanji and Vocabulary IJ200 & JB300 (漢字と語彙) • Reading IJ200 (読解) • Presentation IJ200 (専門日本語プレゼンテーション基礎) • Japanese Grammar IJ200 & JB300 (日本語文法)
  • 21. Extracurricular Activities • Sports Festival • Sexual Harassment Awareness Workshop • Academic Harassment Awareness Workshop 大阪大学留学生会 ハラスメント相談室
  • 22. School Visits スクールビジット Houtokugakuen Junior High School Osaka Prefectural Ibaraki High School
  • 23. • ICT and Language Education (Kyoto JALT) • Inspire or Perspire? Getting Students Speaking (Nara JALT) • Edcamp Kansai • Case Based Critical Thinking Series (Osaka University) • Open Education Leading University Education Reform (Osaka University, TLSC)
  • 25. Design, Implementation, and Evaluation of an EGAP (English for General Academic Purposes) Online Course for Japanese University Students with the help of interdisciplinary professors and IT experts
  • 26.
  • 27. Successive Approximation Model (SAM) by Allen (2012)
  • 29. Needs Analysis Questionnaire (Gravatt, Richards, & Lewis, 1997) Technology Survey (Winke & Goertler, 2008)
  • 30. Course planning in a systematic way Iterative Design Phase
  • 33. Innovative Approaches to English Language Teaching Project-based learning Active learning Deep learning Co-constructed learning Inquiry-based learning Collaborative learning
  • 35. Nellie's Osaka English Education Seminar and Book Fair by Language Teaching Professionals World English Series (2015) based on TED Talks and National Geographic 21st century skills (e.g., critical thinking)
  • 36. Technical Aspects in Development Phase Authoring tools (e.g., Adobe Flash, Adobe Captivate, Xerte) Programming (e.g., App development) Speech recognition Closed Captioning
  • 37. Technical Aspects in Implementation Phase LMS (e.g., Blackboard, Moodle) Web 2.0 tools Video conferencing tools (e.g., Adobe Connect, Google Hangout)
  • 38. The Quality Matters (QM)TM Rubric The experiences and perceptions of the learners toward the course (e.g., Oliver, Tucker, Gupta, & Yeo, 2008; Young & Norgard, 2006)
  • 39. 1. English language needs 2. Readiness for e-learning 3. Learner training 4. Learner engagement 5. CALL-infused project-based learning 6. Perception analysis 7. Quality assurance 8. Issues and challenges of online course design 9. Practice-oriented presentation/workshop 10. Book review on the series
  • 40. Computers will not replace teachers. However, teachers who use computers will replace teachers who don’t. — Ray Clifford