Ali Soyoof
Biographic Data
| ID | 6479557 |
|---|---|
| NAME | Ali Soyoof |
| GIVEN NAMES | Ali |
| FAMILY NAME | Soyoof |
| SIGNATURE | SOYOOF A |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-8037-5632 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Modeling the associations among language teachers’ engagement, self-efficacy, and dispositions toward loving pedagogy
Teacher engagement is a critical factor in educational quality, yet the predictive role of recently introduced constructs like loving pedagogy remains underexplored. Grounded in self-determination theory, this study employs structural equation modeling to investigate the associations among English-as-a-foreign-language teachers’ work engagement, self-efficacy, and their dispositions toward loving pedagogy. Data were collected via electronic surve…
Informal Digital Learning of English ( Idle ) as an Innovative Pedagogy: A Catalyst for Holistic Language Development and Sustainable Global Impact
Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau: A Cross‐Cultural Mixed‐Methods Study
Family scaffolding and informal digital language learning among 5- to 6-year-old Persian-speaking multilinguals in Iran: A longitudinal case study
While digital technologies are recognised as catalysts for language development, research predominantly focuses on well-resourced contexts, leaving a gap in understanding multilingual acquisition in non-Western, resource-constrained settings. This study addresses this gap through a nine-month longitudinal case study of two 5- to 6-year-old (male and female) Persian-speaking multilingual children in Iran, examining how family scaffolding support s…
The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners
This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to p…
Does informal digital language learning really contribute to second language achievement? Evidence from a multilevel meta-analysis
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self: Evidence From Chinese University EFL Students
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
Informal Digital Learning of English (Idle) as Form‐Focused and Meaning‐Focused Activities: Refining its Measurement and Examining its Predictive Role in L2 Achievement and Confidence
Acknowledging the limitations of existing measurement instruments in adequately capturing the distinct cognitive processes (e.g., form‐focused vs. meaning‐focused) involved in informal digital learning of English (IDLE), this paper asserts a pressing need to develop and validate robust instruments that measure form‐focused and meaning‐focused IDLE (FM‐IDLE). It comprises two interrelated studies investigating the measurement and impact of informa…
The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review
This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles ( N = 631) was compiled from systematically searching the Web of Science Core Collection databases. Following strict inclusion and exclusion criteria, 89 articles were …
Exploring maternal perceptions of critical digital engagement practices in Iranian children
Limited studies exist that demonstrate the way that children show critical digital literacies such as expressing their voices through digital technologies at home. To explore this further, the present study draws on Mirra et al.’s framework (2018) to analyze the types of critical digital engagement with digital technologies. Critical digital engagement refers to different critical digital literacy practices used to achieve a particular goal such …
Uncovering Iranian mothers’ perceptions of their bilingual children's home digital literacy practices in English
In Iran, many children spend a great deal of their time in home contexts where they often use different digital technologies such as smartphones, tablets, and some other digital devices. However, the way that children use these digital technologies largely depends on their mothers whose perceptions can shape their home digital literacy practices. While mothers’ perceptions of their children’s home digital literacy practices have been investigated…
Unearthing Iranian mothers’ mediation strategies during their children’s home digital literacy practices in English
Research has shown that the home digital literacy practices of children are shaped based on their parents’ mediation strategies. While there is extensive literature on parental mediation strategies for children’s digital media use as well as first language learning, this line of inquiry is not extensively explored in the context of second language learning. Driven by these points, in this study, I have used demographic profiles, semi-structured i…
The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review
Disclosing the Correlation Between Using ChatGPT and Well‐Being in EFL Learners: Considering the Mediating Role of Emotion Regulation
Artificial Intelligence (AI)‐driven chatbots, such as ChatGPT, have significantly impacted education, especially for English as a Foreign Language (EFL) learners. However, there is paucity of empirical evidence concerning the role of chatbots in psycho‐emotional constructs like well‐being and emotion regulation. It is important to address this issue because it can further our understanding of the ways through which using ChatGPT affects psycho‐em…
Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions
Informal digital learning of English and EFL teachers’ job engagement: Exploring the mediating role of technological pedagogical content knowledge and digital competence
Informal digital learning of English (Idle): A scoping review of what has been done and a look towards what is to come
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, t…
Iranian EFL students’ perception of willingness to communicate in an extramural digital context
This study explored factors that have influenced Iranian English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) in an extramural digital (ED) context, an ever-increasing second language (L2) communication context. To this end, the researcher interviewed 50 Iranian secondary school language learners. Having used thematic analysis, four broad sources influencing students’ L2 WTC were found, such as educational practices (K-1…
Informal digital learning of English (Idle): A scoping review of what has been done and a look towards what is to come
As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and extracurricular varieties. Given the recent attention given to IDLE by Applied Linguists and language educators, t…
Iranian EFL students’ perception of willingness to communicate in an extramural digital context
This study explored factors that have influenced Iranian English as a Foreign Language (EFL) learners’ willingness to communicate (WTC) in an extramural digital (ED) context, an ever-increasing second language (L2) communication context. To this end, the researcher interviewed 50 Iranian secondary school language learners. Having used thematic analysis, four broad sources influencing students’ L2 WTC were found, such as educational practices (K-1…
The Use of Digital Technologies to Develop Young Children’s Language and Literacy Skills: A Systematic Review
This review was conducted to explore the use of digital technologies with young children in early childhood language and literacy education. It centers on peer-reviewed empirical journal articles published during the past two decades. An initial sample of refereed journal articles ( N = 631) was compiled from systematically searching the Web of Science Core Collection databases. Following strict inclusion and exclusion criteria, 89 articles were …
Exploring maternal perceptions of critical digital engagement practices in Iranian children
Limited studies exist that demonstrate the way that children show critical digital literacies such as expressing their voices through digital technologies at home. To explore this further, the present study draws on Mirra et al.’s framework (2018) to analyze the types of critical digital engagement with digital technologies. Critical digital engagement refers to different critical digital literacy practices used to achieve a particular goal such …
Uncovering Iranian mothers’ perceptions of their bilingual children's home digital literacy practices in English
In Iran, many children spend a great deal of their time in home contexts where they often use different digital technologies such as smartphones, tablets, and some other digital devices. However, the way that children use these digital technologies largely depends on their mothers whose perceptions can shape their home digital literacy practices. While mothers’ perceptions of their children’s home digital literacy practices have been investigated…
Unearthing Iranian mothers’ mediation strategies during their children’s home digital literacy practices in English
Research has shown that the home digital literacy practices of children are shaped based on their parents’ mediation strategies. While there is extensive literature on parental mediation strategies for children’s digital media use as well as first language learning, this line of inquiry is not extensively explored in the context of second language learning. Driven by these points, in this study, I have used demographic profiles, semi-structured i…
The impact of parent mediation on young children's home digital literacy practices and learning: A narrative review
Disclosing the Correlation Between Using ChatGPT and Well‐Being in EFL Learners: Considering the Mediating Role of Emotion Regulation
Artificial Intelligence (AI)‐driven chatbots, such as ChatGPT, have significantly impacted education, especially for English as a Foreign Language (EFL) learners. However, there is paucity of empirical evidence concerning the role of chatbots in psycho‐emotional constructs like well‐being and emotion regulation. It is important to address this issue because it can further our understanding of the ways through which using ChatGPT affects psycho‐em…
Ecological factors affecting students' use of informal digital learning of English: EFL teachers’ perceptions
Informal digital learning of English and EFL teachers’ job engagement: Exploring the mediating role of technological pedagogical content knowledge and digital competence
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self: Evidence From Chinese University EFL Students
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
Informal Digital Learning of English (Idle) as Form‐Focused and Meaning‐Focused Activities: Refining its Measurement and Examining its Predictive Role in L2 Achievement and Confidence
Acknowledging the limitations of existing measurement instruments in adequately capturing the distinct cognitive processes (e.g., form‐focused vs. meaning‐focused) involved in informal digital learning of English (IDLE), this paper asserts a pressing need to develop and validate robust instruments that measure form‐focused and meaning‐focused IDLE (FM‐IDLE). It comprises two interrelated studies investigating the measurement and impact of informa…
Modeling the associations among language teachers’ engagement, self-efficacy, and dispositions toward loving pedagogy
Teacher engagement is a critical factor in educational quality, yet the predictive role of recently introduced constructs like loving pedagogy remains underexplored. Grounded in self-determination theory, this study employs structural equation modeling to investigate the associations among English-as-a-foreign-language teachers’ work engagement, self-efficacy, and their dispositions toward loving pedagogy. Data were collected via electronic surve…
Informal Digital Learning of English ( Idle ) as an Innovative Pedagogy: A Catalyst for Holistic Language Development and Sustainable Global Impact
Exploring the Role of Informal Digital English Learning in EFL Students' Communication Behaviour in Iran and Macau: A Cross‐Cultural Mixed‐Methods Study
Family scaffolding and informal digital language learning among 5- to 6-year-old Persian-speaking multilinguals in Iran: A longitudinal case study
While digital technologies are recognised as catalysts for language development, research predominantly focuses on well-resourced contexts, leaving a gap in understanding multilingual acquisition in non-Western, resource-constrained settings. This study addresses this gap through a nine-month longitudinal case study of two 5- to 6-year-old (male and female) Persian-speaking multilingual children in Iran, examining how family scaffolding support s…
The Effects of Mobile, Gamified, and Paper Flashcards on Vocabulary and Collocation Learning in Young Language Learners
This study examined English vocabulary learning by using three types of flashcards: paper flashcards, non‐gamified mobile application (app) flashcards (i.e., digital flashcards), and gamified mobile app flashcards (i.e., gamified flashcards) in a privately owned language institute in Iran. Employing a sequential explanatory mixed‐methods design, we quantitatively and qualitatively assessed the impacts of mobile‐based flashcards in comparison to p…
Does informal digital language learning really contribute to second language achievement? Evidence from a multilevel meta-analysis
Psychology (10 works) · EFL/ESL Teaching and Learning (8 works) · Mathematics education (8 works) · Pedagogy (7 works) · Second Language Learning and Teaching (6 works) · Computer Science (5 works) · Language acquisition (5 works) · Idle (4 works) · Perception (4 works) · Qualitative research (4 works)