The document outlines Parisa Mehran's academic background, current research, and future research plan. It details her education in English language and literature, past work as an English teacher and instructor, and current position as a research student at Osaka University. Her research interests involve using technology like web tools, mobile devices, and virtual reality to assist language learning. She plans to design and evaluate an online English course for Japanese university students using iterative development and quality assurance models.

1. Parisa MEHRAN
Osaka University
9 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)

4. Work
Experience
職歴

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

8. Attending
online courses,
online workshops,
online conferences,
and webinars

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

31. Iterative Development Phase

32. Syllabus
Course Schedule
Content
Assessment
Activities
Tasks
Projects
Learning objects

33. Innovative Approaches to
English Language Teaching
Project-based learning
Active learning
Deep learning
Co-constructed learning
Inquiry-based learning
Collaborative learning

34. c
✅ ✅

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