Teachers need to know new applications for developing online materials and then they should become aware of different ways to present them to online audience. This study tries to help ELT teachers to overcome challenges and difficulties of vodcasting by recognizing their social and biological motives (Activity Theory), and using Visual Thinking Strategies (VTS). It can alter teachers’ negative attitudes towards online materials development via providing useful tools and techniques to become better producers of their knowledge to survive professionally. This QUAL-quan inquiry initiated with 10 University professors of Islamic Azad University-South Tehran Branch. All these participants answered ‘Myers-Briggs Type Indicator (MBTI)’ questionnaire, ‘Personality Test and Job Satisfaction’, ‘Three-D Test’, and ‘Spatial Recognition Test’. The researcher conducted semi-structured interviews with those whose data were grounded and initiated from open coding, down to axial coding, and finalized with selective coding. Participants produced vodcasts as pre-test. Then, they received the treatments on an exclusively launched ‘MArt’ Telegram group in the form of the researcher-designed audios and videos and YouTube samples. As a post-test, each of the participants made another vodcast. Then, two experts who are ELT university lecturers evaluated the two sets of recorded data. Finally, all the interpretations and analyses were presented in different graphs and charts along with researcher’s interpretation based on theoretical frameworks. The results show that whether ELT teachers are capable of producing vodcasts or not. Besides, VTS help teachers to become much more visually literate and produce more successful vodcasts. Both treatments of the present study and the derived codes can be used in teacher education, and they can turn into a task-based digital or paper-based coursebooks benefiting M.A. TEFL students. تفاصيل المقالة

ELT online materials development, which is a multifaceted multidisciplinary area, is not welcomed by many teachers, because it is demanding, challenging and confusing. They fear facing new technologies in their teaching sessions to avoid failing or being caught by other audiences. Furthermore, they struggle hard in evaluating their pod/vodcasts. In order to remove the fears and barriers, this qual+quan study con- siders the personality types, natural potentials to perceive abstract problems, tendency towards being as- sertive/passive and level of intelligence of 10 IAU professors by asking them to answer four types of questionnaires. They were interviewed and asked to develop podcasts and vodcasts before and after re- ceiving one-month treatments, which were the researchers‟ self-made pod/vodcasts and YouTube‟s short movies about Art Assisted Language Learning (AALL) on the Telegram group, MArt. To evaluate their products, two sets of checklistswere developed based on the codes derived from the interview, the re- searchers‟ studies of the present literature, a panel of ELT experts and two film directors‟ ideas that re- sulted infive main categories of „quality‟, „teacher/presenter features‟,„technical features‟,„scientific fea- tures‟ and „marketing‟. These evolutional yardstickswill hopefully pave the way for online materials de- velopers to reflect on their pod/vodcasts before being analyzedby their audiences worldwide, and to rec- ognize their style of presentation to see whether they are more successful in audio presentation and/or visual one. تفاصيل المقالة