Abe, M. (2021). L2 interactional competence in asynchronous multiparty text-based communication: study of online collaborative writing. Computer Assisted Language Learning, 34(4), 409-433. https://doi.org/10.1080/09588221.2019.1614070
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336
Al-Obaydi, L. H., Shakki, F., Tawafak, R. M., Pikhart, M., & Ugla, R. L. (2023). What I know, what I want to know, what I learned: Activating EFL college students' cognitive, behavioral, and emotional engagement through structured feedback in an online environment [Original Research]. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1083673
Alalwan, N., Cheng, L., Al-Samarraie, H., Yousef, R., Ibrahim Alzahrani, A., & Sarsam, S. M. (2020). Challenges and Prospects of Virtual Reality and Augmented Reality Utilization among Primary School Teachers: A Developing Country Perspective. Studies in Educational Evaluation, 66, 100876. https://doi.org/https://doi.org/10.1016/j.stueduc.2020.100876
Alavi, S. M., Dashtestani, R., & Mellati, M. (2022). Crisis and changes in learning behaviours: Technology-enhanced assessment in language learning contexts. Journal of Further and Higher Education, 46(4), 461-474. https://doi.org/10.1080/0309877X.2021.1985977
Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28-38. https://doi.org/https://doi.org/10.1016/j.compedu.2014.08.006
Ayuningtyas, P., Mauludin, L. A., & Prasetyo, G. (2022). Investigating the Anxiety Factors among English for Specific Purposes Students in a Vocational Education setting. Language Related Research, 13(3), 31-54. https://doi.org/10.52547/LRR.13.3.3
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94, 49-60. https://doi.org/https://doi.org/10.1016/j.compedu.2015.11.010
Barrett, A., Pack, A., Guo, Y., & Wang, N. (2023). Technology acceptance model and multi-user virtual reality learning environments for Chinese language education. Interactive Learning Environments, 31(3), 1665-1682. https://doi.org/10.1080/10494820.2020.1855209
Bozkurt, A., & Keefer, J. (2018). Participatory learning culture and community formation in connectivist MOOCs. Interactive Learning Environments, 26(6), 776-788. https://doi.org/10.1080/10494820.2017.1412988
Bustamante, C. (2020). TPACK-based professional development on web 2.0 for Spanish teachers: a case study. Computer Assisted Language Learning, 33(4), 327-352. https://doi.org/10.1080/09588221.2018.1564333
Celce-Murcia, M., Brinton, D. M., & Snow, A. S. (2014). Teaching English as a second or foreign language. Heinle & Heinle, Thomson Learning.
Chang, C.-K. (2010). Acceptability of an asynchronous learning forum on mobile devices. Behaviour & Information Technology, 29(1), 23-33. https://doi.org/10.1080/01449290701806337
Chang, V. (2016). Review and discussion: E-learning for academia and industry. International Journal of Information Management, 36(3), 476-485. https://doi.org/https://doi.org/10.1016/j.ijinfomgt.2015.12.007
Chen, I. S. (2017). Work engagement and its antecedents and consequences: A case of lecturers teaching synchronous distance education courses. Computers in Human Behavior, 72, 655-663. https://doi.org/https://doi.org/10.1016/j.chb.2016.10.002
Chen, X., Zou, D., Cheng, G., & Xie, H. (2020). Detecting latent topics and trends in educational technologies over four decades using structural topic modeling: A retrospective of all volumes of Computers & Education. Computers & Education, 151, 103855. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103855
Chen, Y.-L. (2016). The Effects of Virtual Reality Learning Environment on Student Cognitive and Linguistic Development. The Asia-Pacific Education Researcher, 25(4), 637-646. https://doi.org/10.1007/s40299-016-0293-2
Chen, Y.-L., & Hsu, C.-C. (2020). Self-regulated mobile game-based English learning in a virtual reality environment. Computers & Education, 154, 103910. https://doi.org/https://doi.org/10.1016/j.compedu.2020.103910
Correa, M. (2015). Flipping the Foreign Language Classroom and Critical Pedagogies:A (New) Old Trend. Higher Education for the Future, 2(2), 114-125. https://doi.org/10.1177/2347631115584122
Dashtestani, R., & Hojatpanah, S. (2022). Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors. Computer Assisted Language Learning, 35(4), 635-665. https://doi.org/10.1080/09588221.2020.1744664
Edwards, S., Henderson, M., Gronn, D., Scott, A., & Mirkhil, M. (2017). Digital disconnect or digital difference? A socio-ecological perspective on young children’s technology use in the home and the early childhood centre. Technology, Pedagogy and Education, 26(1), 1-17. https://doi.org/10.1080/1475939X.2016.1152291
Eryansyah, E., Erlina, E., Fiftinova, F., & NURWENI, A. (2019). EFL Students' Needs of Digital Literacy to Meet the Demands of 21stCentury Skills. Indonesian Research Journal in Education| IRJE, 442-460. https://doi.org/10.22437/irje.v3i2.8297
Galla, C. K. (2016). Indigenous language revitalization, promotion, and education: function of digital technology. Computer Assisted Language Learning, 29(7), 1137-1151. https://doi.org/10.1080/09588221.2016.1166137
Gao, Y., Zeng, G. Wang, Y., Klan, A. & Wang, X. (2022). Exploring educational planning, teacher beliefs, and teacher practices during the pandemic: A study of science and technology-based universities in China. Frontiers in Psychology, 13, 903244. https://doi.org/10.3389/fpsyg.2022.903244.
Gao, F., Luo, T., & Zhang, K. (2012). Tweeting for learning: A critical analysis of research on microblogging in education published in 2008–2011. British Journal of Educational Technology, 43(5), 783-801. https://doi.org/https://doi.org/10.1111/j.1467-8535.2012.01357.x
Garrido-Iñigo, P., & Rodríguez-Moreno, F. (2015). The reality of virtual worlds: pros and cons of their application to foreign language teaching. Interactive Learning Environments, 23(4), 453-470. https://doi.org/10.1080/10494820.2013.788034
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for Transition: Supporting Teachers and Students Cope with Emergency Remote Education. Postdigital Science and Education, 2(3), 906-922. https://doi.org/10.1007/s42438-020-00185-6
Greene, J. A., Yu, S. B., & Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55-69. https://doi.org/https://doi.org/10.1016/j.compedu.2014.03.008
Gregersen, T., Macintyre, P. D., & Meza, M. D. (2014). The Motion of Emotion: Idiodynamic Case Studies of Learners' Foreign Language Anxiety. The Modern Language Journal, 98(2), 574-588. https://doi.org/https://doi.org/10.1111/modl.12084
Hafner, C. A., & Ho, W. Y. J. (2020). Assessing digital multimodal composing in second language writing: Towards a process-based model. Journal of Second Language Writing, 47, 100710. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100710
Hartwick, P. (2018). Investigating research approaches: Classroom-based interaction studies in physical and virtual contexts. ReCALL, 30(2), 161-176. https://doi.org/10.1017/S0958344017000386
Hockly, N. (2015). Developments in online language learning. ELT Journal, 69(3), 308-313. https://doi.org/10.1093/elt/ccv020
Hsu, T.-C. (2017). Learning English with Augmented Reality: Do learning styles matter? Computers & Education, 106, 137-149. https://doi.org/https://doi.org/10.1016/j.compedu.2016.12.007
Huang, C. L., Luo, Y. F., Yang, S. C., Lu, C. M., & Chen, A.-S. (2020). Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment. Journal of Educational Computing Research, 58(3), 596-615. https://doi.org/10.1177/0735633119867422
Imlawi, J., Gregg, D., & Karimi, J. (2015). Student engagement in course-based social networks: The impact of instructor credibility and use of communication. Computers & Education, 88, 84-96. https://doi.org/https://doi.org/10.1016/j.compedu.2015.04.015
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
Kaeophanuek, S., Na-Songkhla, J., & Nilsook, P. (2018). How to enhance digital literacy skills among. International Journal of Information and Education Technology, 8(4), 292-297. https://doi.org/doi: 10.18178/ijiet.2018.8.4.1050
Kashada, A., Li, H., & Koshadah, O. (2018). Analysis Approach to Identify Factors Influencing Digital Learning Technology Adoption and Utilization in Developing Countries. International Journal of Emerging Technologies in Learning (iJET), 13(02), pp. 48-59. https://doi.org/10.3991/ijet.v13i02.7399
Kent, C., Laslo, E., & Rafaeli, S. (2016). Interactivity in online discussions and learning outcomes. Computers & Education, 97, 116-128. https://doi.org/https://doi.org/10.1016/j.compedu.2016.03.002
Kessler, G., Bikowski, D., & Boggs, J. (2012). Collaborative writing among second language learners in academic web-based projects. Language Learning & Technology, 16(1), 91-109. http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf
Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perceptions. Relc Journal, 51(1), 86-100. https://doi.org/10.1177/0033688220906943
Lander, B. (2015). Lesson study at the foreign language university level in Japan. International Journal for Lesson and Learning Studies, 4(4), 362-382. https://doi.org/10.1108/IJLLS-02-2015-0007
Li, C., Ip, H. H. S., Wong, Y. M., & Lam, W. S. (2020). An empirical study on using virtual reality for enhancing the youth's intercultural sensitivity in Hong Kong. Journal of Computer Assisted Learning, 36(5), 625-635. https://doi.org/https://doi.org/10.1111/jcal.12432
Li, L.-Y., & Tsai, C.-C. (2017). Accessing online learning material: Quantitative behavior patterns and their effects on motivation and learning performance. Computers & Education, 114, 286-297. https://doi.org/https://doi.org/10.1016/j.compedu.2017.07.007
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and self-regulated learning in MOOCs. The Internet and Higher Education, 29, 40-48. https://doi.org/https://doi.org/10.1016/j.iheduc.2015.12.003
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225-236. https://doi.org/https://doi.org/10.1016/j.learninstruc.2017.12.007
Mellati, M., Alavi, S. M., & Dashtestani, R. (2022). Reduction of errors in writing assignments: A comparison of the impact of peer, teacher, and mixed feedback Iranian Journal of English for Academic Purposes, 10(4), 152-166. http://journalscmu.sinaweb.net/article_143927_1bff08fc039cf2b5ca201dd1eab1df74.pdf
Mellati, M., Fatemi, M. A., & Motallebzadeh, K. (2013). The relationship between Iranian ELT instructors’ beliefs about language teaching and their practices in real classrooms. English Language Teaching, 6(4), 126-133. http://dx.doi.org/10.5539/elt.v6n4p126
Mellati, M., & Khademi, M. (2018). Exploring teachers’ assessment literacy: Impact on learners’ writing achievements and implications for teacher development [Research Article]. Australian Journal of Teacher Education (Online), 43(6), 1-18. https://search.informit.org/doi/10.3316/informit.689580391330186
Mellati, M., & Khademi, M. (2020). MOOC-based educational program and interaction in distance education: long life mode of teaching. Interactive Learning Environments, 28(8), 1022-1035. https://doi.org/10.1080/10494820.2018.1553188
Mellati, M., Khademi, M., & Abolhassani, M. (2018). Creative interaction in social networks: Multi-synchronous language learning environments. Education and Information Technologies, 23(5), 2053-2071. https://doi.org/10.1007/s10639-018-9703-9
Mellati, M., Zangoei, A., & Khademi, M. (2015). Technology integration: EFL learners’ level of anxiety and their performance in writing tests. International Journal of Social Sciences & Education, 5 (2), 240-252.
Mudra, H. (2020). Digital literacy among young learners: How do EFL teachers and learners view its benefits and barriers? Teaching English with Technology, 20(3), 3-24.
Özyurt, Ö., & Özyurt, H. (2015). Learning style based individualized adaptive e-learning environments: Content analysis of the articles published from 2005 to 2014. Computers in Human Behavior, 52, 349-358. https://doi.org/https://doi.org/10.1016/j.chb.2015.06.020
Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2022). Developing digital literacy in initial EFL teacher education: A study in a Spanish distance university. Open Learning: The Journal of Open, Distance and e-Learning, 1-17. https://doi.org/10.1080/02680513.2022.2157709
Pang, S., Reinking, D., Hutchison, A., & Ramey, D. (2015). South Korean Teachers’ Perceptions of Integrating Information and Communication Technologies into Literacy Instruction. Education Research International, 2015, 783593. https://doi.org/10.1155/2015/783593
Park, B., Knörzer, L., Plass, J. L., & Brünken, R. (2015). Emotional design and positive emotions in multimedia learning: An eyetracking study on the use of anthropomorphisms. Computers & Education, 86, 30-42. https://doi.org/https://doi.org/10.1016/j.compedu.2015.02.016
Parsazadeh, N., Ali, R., & Rezaei, M. (2018). A framework for cooperative and interactive mobile learning to improve online information evaluation skills. Computers & Education, 120, 75-89. https://doi.org/https://doi.org/10.1016/j.compedu.2018.01.010
Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo. Culture and Education, 31(2), 232-266. https://doi.org/10.1080/11356405.2019.1603274
Pratolo, B. W., & Solikhati, H. A. (2020). The implementation of digital literacy in indonesian suburban EFL classes. International Journal of Scientific and Technology Research, 9(1), 1508-1512.
Pun, J. K., & Curle, S. (2022). The use of technology in English medium education. In The Use of Technology in English Medium Education (pp. 1-9). Springer. https://doi.org/10.1007/978-3-030-99622-2_1
Revesz, A. (2011). Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. The Modern Language Journal, 95(s1), 162-181. https://doi.org/https://doi.org/10.1111/j.1540-4781.2011.01241.x
Shakki, F. (2022). Iranian EFL Students’ L2 Engagement: The Impact of Teacher Support and Teacher-student Rapport. Language Related Research, 13(3), 175-198. https://doi.org/10.52547/lrr.13.3.8
Shanshan, S., & Wenfei, L. (2022). Understanding the impact of quality elements on MOOCs continuance intention. Education and Information Technologies, 27(8), 10949-10976. https://doi.org/10.1007/s10639-022-11063-y
Sung, H.-Y., Hwang, G.-J., Lin, C.-J., & Hong, T.-W. (2017). Experiencing the Analects of Confucius: An experiential game-based learning approach to promoting students' motivation and conception of learning. Computers & Education, 110, 143-153. https://doi.org/https://doi.org/10.1016/j.compedu.2017.03.014
Tamborg, A. L., Dreyøe, J. M., & Fougt, S. S. (2018). Digital literacy-a qualitative systematic review. Tidsskriftet Læring Og Medier (LOM), 11(19), 29-29. https://doi.org/10.7146/lom.v11i19.103472
Tekinarslan, E. (2008). Computer anxiety: A cross-cultural comparative study of Dutch and Turkish university students. Computers in Human Behavior, 24(4), 1572-1584. https://doi.org/https://doi.org/10.1016/j.chb.2007.05.011
Teo, T., Khazaie, S., & Derakhshan, A. (2022). Exploring teacher immediacy-(non)dependency in the tutored augmented reality game-assisted flipped classrooms of English for medical purposes comprehension among the Asian students. Computers & Education, 179, 104406. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104406
Viberg, O., & Grönlund, Å. (2017). Understanding students’ learning practices: challenges for design and integration of mobile technology into distance education. Learning, Media and Technology, 42(3), 357-377. https://doi.org/10.1080/17439884.2016.1088869
Wang, Y. (2017). Construction elements and path of practical education model in universities. EURASIA Journal of Mathematics, Science and Technology, 13(10): 6775-6782. https://doi.org/10.12973/ejmste/78525.
Wang, Y. (2023). Probing into the boredom of online instruction among Chinese English language teachers during the Covid-19 pandemic. Current Psychology, 43(1):1-15.https://doi.org/10.1007/s12144-022-04223-3.
Wang, Y., Pan, Z. W., & Wang, M. Z. (2023). The moderating effect of participation in online learning on EFL teachers’ teaching ability. Heliyon, 9(3)e13890: 1-12. doi: https:// doi.org/10.1016/j.heliyon.2023.e13890.
Williams, L., Abraham, L., & Bostelmann, E. D. (2014). A survey-driven study of the use of digital tools for language learning and teaching. Digital literacies in foreign and second language education, 29-67.
Xie, Y., Chen, Y., & Ryder, L. H. (2021). Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency. Computer Assisted Language Learning, 34(3), 225-245. https://doi.org/10.1080/09588221.2019.1604551
Yudintseva, A. (2023). Virtual reality affordances for oral communication in English as a second language classroom: A literature review. Computers & Education: X Reality, 2, 100018. https://doi.org/https://doi.org/10.1016/j.cexr.2023.100018
Zhou, M. (2016). Chinese university students' acceptance of MOOCs: A self-determination perspective. Computers & Education, 92-93, 194-203. https://doi.org/https://doi.org/10.1016/j.compedu.2015.10.012
Zimmer, W. K., McTigue, E. M., & Matsuda, N. (2021). Development and validation of the teachers’ digital learning identity survey. International Journal of Educational Research, 105, 101717. https://doi.org/https://doi.org/10.1016/j.ijer.2020.101717
جستارهای زبانی