سخن سردبیر
چکیده
عنوان مقاله [English]
Computer-Assisted Language Learning (CALL) in Persian and Other Languages
Computer-Assisted Language Learning (CALL) has become a popular tool in diverse educational settings, ranging from primary education to higher education in many developed and developing countries worldwide. As a result, many researchers have shown a keen interest in this particular field and have conducted and published numerous studies. The main purpose of this special issue on CALL in Persian and other languages is to provide a comprehensive collection of specific articles in this area for interested individuals and to shed light on this distinct field.
While we believe that this special issue has achieved its goal to some extent, we acknowledge that we could have provided a more extensive collection with a more pronounced focus on the Persian language. Of the fifteen articles received for consideration, seven pertained to Persian language teaching and learning, while eight focused on the English language. Thus, this issue serves as a clarion call for Persian scholars to pay greater attention to the significance of technology in teaching and learning. Unfortunately, only one article focused on the Persian language received acceptance from the reviewers and the guest editor.
The published articles in this special issue can be broadly classified into two sections: theoretical and empirical. In the theoretical section, the first article by Jamaleddin et al. presents a systematic analysis of CALL research in Iran to provide an overview of the current state of technology in language teaching and learning in Iran, specifically in the context of the Persian language. Dabir's article offers an insightful overview of the current state of remote language education and learning during the COVID-19 pandemic in Iran and other countries, examining various aspects of online education to enable language teachers and decision-makers to gain a better understanding of the current situation and develop quality and planned online education for language learners.
In the empirical section, Nami's article focuses on flipped classrooms and the use of webquests to address language learners' writing challenges. Behboodzadeh and Mazdayasna explore flipped classrooms from the perspective of language learners in the context of higher education. Mohammadi discusses the critical role of parents in guiding and mediating language learners' learning and evaluates the use of digital games as an emerging tool in CALL. In the sixth article, Attar Sharghi et al. investigate the impact of technology on English language learners' writing ability and attitude. Finally, Rahimi discusses the importance of motivation in language learning using Massive Open Online Courses (MOOCs) and offers insightful recommendations for enhancing language learners' success.
Overall, this special issue provides a valuable insight into the use of technology in language teaching and learning in both theoretical and practical contexts. It highlights the urgent need for further research and development in this area, particularly in the Persian language. In conclusion, the present special issue underscores the increasing importance of CALL in language education and highlights the need for more research and development in this promising field.
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