Peer-reviewed Journal Publications
Fathali, S., Emadi, A. (Forthcoming). Purpose, outcome, and methodology in CALL publications in Iran: A systematic review. JALTCALL Journal. (Manuscript accepted for publication).
Fathali, S. (Forthcoming). An exploratory study of challenges and opportunities of shifting to online education in EFL classes during the COVID-19 pandemic. Journal of Language Horizons. (Manuscript accepted for publication).
Fathali, S., Emadi, A. (2021). CALL research in Iran: An integrative review of the studies between 2007 and 2019. CALL-EJ, 22 (3), 33-51
Sorouri, S., Fathali, S., & Emadi Andani, A. (Forthcoming) A Move analysis on Iranian English language institute websites: Homepage and About Us. Journal of Language Horizons. (Manuscript accepted for publication).
Fathali, S., Marandi, S. S., & Okada, T. (Forthcoming). ICT beyond the language classroom in technologically advanced and advancing countries: The case of Japan and Iran. Iranian Journal of Language Teaching Research (IJLTR). (Manuscript accepted for publication).
Fathali, S., Marandi, S. S., & Okada, T. (2020). Unknowns beyond the language classroom: An investigation of Japanese students’ actual engagement with ICT. CALL-EJ, 21 (2), 150-175
Fathali, S., & Okada, T. (2018). Technology acceptance model in technology-based OCLL contexts: A self-determination theory approach. Australasian Journal of Educational Technology, 34 (4), 138-154.
Okada, T., & Fathali, S. (2018). A blended EFL reading course based on the idea of the learner-annotated corpus. 日本e-learning 学会, 18, 19-28.
Fathali, S., & Okada, T. (2017). A self-determination theory approach to technology-enhanced out-of-class language learning intention: A case of Japanese EFL learners. International Journal of Research Studies in Language Learning, 6 (4), 53-64.
Fathali, S., & Okada, T. (2016). On the importance of out-of-class language learning environments: A case of a web-based e-portfolio system enhancing reading proficiency. International Journal on Studies in English Language and Literature, 4 (8), 77-85.
Fathali, S., & Sotoudehnama, E. (2015). The Impact of Guided Writing Practice on the Speaking Proficiency and Attitude of EFL Elementary Learners. Journal of Teaching Language Skills, 7 (1), 1-25.
Fathali, S., Marandi, S. S., & Okada, T. (2020). ICT beyond the language classroom in technologically advanced and advancing countries: The case of Japan and Iran. Manuscript submitted for publication.
Fathali, S., Marandi, S. S., & Okada, T. (2021). A comparative study of Japanese and Iranian students’ use of ICT for language learning beyond the classrooms. Paper Presented at the 1st National Conference Recent Development in English Language Teaching, Literature, and Translation. Shiraz University, Shiraz, Iran
Fathali, S., & Okada, T. (2016). Motivation and technology-based out-of-class language learning: Mediating effect of technology acceptance indicators. Paper presented at BAAL Language Learning and Teaching SIG. Lancaster University, Lancaster, United Kingdom
Okada, T., Sakamoto, Y., & Fathali, S. (2016, September). The integration of three e-learning technologies for Japanese EFL reading classes. Paper presented at Annual Meeting of BAAL. Anglia Ruskin University, Cambridge, United Kingdom
Fathali, S. (2017). Breaking the walls of unknow7)ction of tns beyond the language class. Research idea presented at Falling Walls Lab Sendai. Tohoku University, Sendai, Japan
Fathali, S., Marandi, S. S., & Okada, T. (2019). An investigation of Japanese EFL learners’ actual practice with ICT beyond the language classrooms. Paper Presented at the 19th Annual Conference of the Japan Second Language Acquisition (J-SLA). Chuo University, Tokyo, Japan
- Academic PowerPoint presentations: Tips & warnings (Alzahra University, May 2021)
- Writing better research papers using Microsoft Office Word (Alzahra University, 2018)
- Online sources for learning English (Alzahra University, 2013)
Awards, honors, scholarships
Distinguished Post-doctoral researcher, Alzahra University (2020)
Post-doctoral Fellowship, Centre for International Science and Technology Cooperation (CISTC), (2018)
Tohoku University President’s Award for outstanding academic achievements (2018)
Japanese MEXT doctoral scholarship, Monbukagakusho (2014)
MA top student award, Alzahra University (2014)
BA top student award, Alzahra University (2012)
Kish Language institute award for the best teacher of the year, (2010)
Graduate Research Supervisor
- Lotfi, S. (2022). Iranian EFL teachers’ technophobia in the use of learning management systems considering their teaching experience and digital literacy. (MA Thesis, Khatam University)
- Rezavand, Sh. (2022). Enhancing oral proficiency and critical thinking skill of EFL learners through digital visual literacy (DVL) approach and digital image guide (DIG) method. (MA Thesis, Alzahra University)
- Mahdizadeh, Z. (2022). Design and implementation of an online ESP course for Iranian vocational school students of photography: A TBLT approach. (MA Thesis, Alzahra University)
- Taheri, F. S. (2022). The impact of teachers’ sense of humor on EFL students' engagement in online classes and language learning achievements (MA Thesis, Alzahra University)
- Hatamikia, S. (2022). Error and automated feedback analysis of EFL students' writing tasks: Cambridge Write & Improve AWE tool. (MA Thesis, Alzahra University)
Graduate Research Advisor
- Kamare, M. K. (2022). Writing efficacy among Iranian EFL students. (MA Thesis, Alzahra University)
- Abiri, A. (2022). Investigating the relationship between Iranian EFL teachers’ hope, reflectivity, and organizational commitment. (MA Thesis, Alzahra University)
- Khosravi, M. (2022). Teaching English as a foreign language via Emergency Remote Teaching in Iranian Language Institutes: Issues, Challenges and Future Visions. (PhD Dissertation, Alzahra University)
- Tahami, S. (2022). Phrase Frames in Applied Linguistics Texts: Exploring the Variational and Pedagogical Aspects. (PhD Dissertation, Alzahra University)
- Golsorkhi, Z. (2022). Exploring the impact of gamified web-based collaborative writing on the individual L2 writing performance of Iranian university students of TEFL (PhD Dissertation, Alzahra University)