منابع
Abrams, Z. I. (2002). Surfing to cross‐cultural awareness: Using internet‐mediated projects to explore cultural stereotypes. Foreign Language Annals,35(2), 141-160.
Aksan, N. (2009). A descriptive study: epistemological beliefs and self regulated learning. Procedia-Social and Behavioral Sciences, 1(1), 896-901.
Al-Jarf, R. S. (2004). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals, 37(1), 49.
Ary, et al. (2010). Introduction to research in education. New York: Harcourt Brace.
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9, 227-258.
Ausubel, D. P. (1986). Educational psychology; a cognitive view. New York: Holt, Rinehart and Winston.
Azevedo, R., et al (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381-412.
Baggetun, R., & Wasson, B. (2006). Self‐regulated learning and open writing.European Journal of Education, 41(3‐4), 453-472.
Bates, L., Lane, J., & Lange, E. (1993). Writing clearly: Responding to ESL compositions. Boston : Heinle & Heinle.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing 14, 191–205.
Blasszauer, J. (2001). Collaborative projects via the Internet. Teaching English with Technology: A Journal for Teachers of English, 1(6), 1–7.
Boekaerts, M. (1999). Self-regulated learning: Where are we today? International Journal of Educational Research, 31, 445-457.
Boekaerts, M., & Corno, L. (2005). Self‐regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199-231.
Brandl, K. (2002). Integrating Internet-based reading materials into the foreign language curriculum: From teacher-to student-centered approaches.Language learning & technology, 6(3), 87-107.
Braten, I., Samuelstuen, M. S., & Strømsø, H. I. (2004). Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use?. Educational Psychology, 24(2), 231-247.
Braten, I., Stromso, H.I. og Olaussen, B.S. (2003). Self-regulated Learning and the Use of Information and Communications Technology in Norwegian Teacher Education. Pp.199-221, In D.M. McInerney and S. Van Etten (Eds.). Research on Sociocultural Influences on Motivation and Learning (Vol. 3): Sociocultural Influences and Teacher Education Programs (s. 199-221). Greenwich: Information Age Publishing.
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Byrnes, H. (2011). Perspectives. Modern Language Journal, 95(2), 291-292.
Carroll, S., Swain, M., & Roberge, Y. (1992). The role of feedbackin adult second language acquisition: Error correction and morphological generalisations. Applied Psycholinguistics 13, 173–198.
Chandler, J. (2000). The efficacy of error correction for improvement in the accuracy of L2 student writing. Paper presented at the AAAL Conference, Vancouver, BC.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing 12, 267–296.
Cohen, A.D. (1987). Studying Learner Strategies: How We Get the Information. In A. Wenden and J. Rubin (eds) Learner Strategies in Language Learning. Englewood Cliffs, NJ: Prentice- Hall International
Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of educational Psychology, 100(4), 907.
De Bruin, A. B., Thiede, K. W., & Camp, G. (2001). Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology, 109(3), 294-310.
Dettori, G., & Persico, D. (Eds.) (2011). Fostering Self-regulated learning through ICT. New York: Information Reference Science
Dunn, M. W., & Finley, S. (2010). Children's struggles with the writing process: Exploring storytelling, visual arts, and keyboarding to promote narrative story writing. Multicultural Education, 18(1), 33.
Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal Volume 63, 97-107.
Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 3-18.
Ellis, R., Sheen, Y., & Murakam, M. (2008). The effects of focused and unfocused written corrective feedback in an English as a foreign language context. System 36, 353–371.
Ennis, R. P., Jolivette, K., & Boden, L. J. (2013). STOP and DARE: Self-regulated strategy development for persuasive writing with elementary students with E/BD in a residential facility. Education and Treatment of Children, 36(3), 81-99.
Farajollahi, M., & Moenikia, M. (2010). The compare of self-regulated learning strategies between computer-based and print-based learning students. Procedia Social and Behavioral Sciences, 2, 3687–3692.
Fathman, A. K., & Whalley, E. (1990). Teacher response to students writing: Focus on from versus content. In B. F. Kroll (Ed.), Second language writing: Research insights for the classroom (pp.178– 190). New York: Cambridge University Press.
Fazio, L. (2001). The effect of corrections and commentaries on the journal writing accuracy of minority and majority language students. Journal of Second Language Writing, 10, 235–249.
Ferris, D R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of second language writing, 8, 1-11.
Ferris, D. R. (1995). Can advanced ESL students be taught to correct their most serious and frequent errors? CATESOL Journal, 8, 41-62.
Ferris, D. R. (2006). Does error feedback help student writers? New evidence on short- and long-term effects of written error correction. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues. (pp. 81-104).
Ferris, D. R., & Hedgcock, J. S. (1998). Teaching ESL composition: Purpose, process, and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Ferris, D. R., & Helt, M. (2000). Was Truscott right? New evidence on the effects of error correction in L2 writing classes. Paper presented at the American Association of Applied Linguistics Conference. Vancouver, BC, March, 11–14.
Ferris, D.R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10, 161– 184.
Ferris, D.R., (1997). The influence of teacher commentary on student revision. TESOL Quarterly 31, 315–339.
Frantzen, D. (1995). The effects of grammar supplementation on written accuract in an intermediate Spanish content course. Modern Language Journal, 79, 329-344.
Gao, S. (2013). Chinese second language teacher education and teacher self-development. In S. Gao & Z. Yu (Eds), selected proceedings of the 11th international conference of Chinese language pedagogy (pp. 77-84). Chengdu: Sichuan Publication Group Co.
Ghafar Samar, R., Kiany, R., & Dehghan Chaleshtori, M. (2015). Promoting self-regulated learning in Iranian postgrad’s English writing classes using an automated essay scoring software. Journal of global research in educational and social science, 4(2), pp. 69-79.
Goldstein, L. (2004). Questions and answers about student written commentary and student revision: Teachers and students working together. Journal of Second Language Writing, 13, 63-80.
Goldstein, L. (2005). Teacher written commentary in second language writing classrooms. Ann Arbor: University of Michigan Press.
Graesser, A. C., Hu, X., Person, N. K., Jackson, G. T., & Toth, J. A. (2004). Modules and information retrieval facilities of the Human Use Regulatory Affairs Advisor (HURAA). International Journal on eLearning, 3(4), 29.
Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading: A report from Carnegie Corporation of New York. Carnegie Corporation of New York.
Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879.
Guenette, D. (2007). Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing 16, 40–53.
Harris, K. R., et al (2005). Self-monitoring of attention versus self-monitoring of academic performance: Effects among students with ADHD in general education classroom. Journal of Special Education, 39(3), 145-156.
Harris, K. R., Friedlander, B. D., Saddler, B., Frizzelle, R., & Graham, S. (2005). Self-monitoring of attention versus self-monitoring of academic performance effects among students with ADHD in the general education classroom. The Journal of Special Education, 39(3), 145-157.
Hedgcock, J., &, Lefkowitz, N. (1996). Some input on input:Two analyses of student response to expert feedback in L2 writing. The Modern Language Journal, 80(3), 287-308.
Hendrickson, J. (1978). Error correction in foreign language teaching: Recent theory, research and practice. Modern Language Journal, 62, 387-398.
Hendrickson, J. (1980). The treatment of written work. Modern Language Journal, 64, 216-221.
Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31, 217-230.
Hyland, K. (1990). Providing productive feedback, ELT journal, 44, 279-285.
Hyland, K., & F. Hyland. (2006). Feedback on second language students‟ writing. Language Teaching, 39, 83–101.
James, C. (1998). Errors in language learning and use. Essex, UK: Addison Wesley Longman.
Jarvela, S., Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-374.
Lalande, J.F. (1982). Reducing composition errors: an experiment. Modern Language Journal 66, 140–149.
Lave, J., & Wenger, E. (1990). Situated learning: Legitimate peripheral participation. Cambridge university press.
Lee, I. (1997). ESL learners‟ performance in error correction in writing. System, 25, 465–477.
Leki, I. (1990). Coaching from the margins: Issues in written response. In B.Kroll (Ed.), Second Language Writing: Research Insights for the Classroom. New York: Cambridge University Press, 57-68.
Leki, I. (2006). “You cannot ignore”: Graduate L2 students’ experience of and response to written feedback practices within their disciplines. In K. Hyland & F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 266–285). Cambridge, UK: Cambridge University Press.
Lindner, R. W., & Harris, B. (1992). Self-regulated learning in education majors. Journal of General Education, 47(1), 63-78.
Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes, 2, 193-227.
Lockee, B. B., Larson, M. B., Burton, J. K., & Moore, D. M. (2007). Programmed technologies. In J. M. Spector, M. D. Merrill, J. V. Merrienboer., & M. P. Driscoll (Eds.), Handbook of research for educational communications and technology (187-197). New York, NY: Lawrence Erlbaum Associates.
Lockhart, C., & Ng, P. (1995). Analyzing talk in ESL peer response groups: Stances, functions, and content. Language learning, 45(4), 605-651.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 20, 37-66.
Lyster, R., Lightbown, P. M., & Spada, N. (1999). A response to Truscott’s ‘what’s wrong with oral grammar correction’. The Canadian Modern Language Review, 55(4), 457-467.
Mangelsdorf, K. & A. Schlumberger (1992). ESL student response stances in a peer review task. Journal of Second Language Writing 1(3), 235-254.
Matsuda, P. K. (2003). Second language writing in the twentieth century: A situated historical perspective. In B. Kroll (Ed.), Exploring the dynamics of second language writing, (pp. 15-34). Cambridge, UK: Cambridge University Press.
Matsumura, S., & Hann, G. (2004). Computer anxiety and students’ preferred feedback methods in EFL writing. The Modern Language Journal, 88 (3), 403-415.
McConnelle, D. (2002). Collaborative assessment as a learning process in e-learning. Proceedings of CSCL, 566-569.
McGarrell, H., & Verbeen, J. (2007). Motivating revision of drafts through formative feedback. ELT Journal, 61, 228-236.
McKendree, J. (1990). Effective feedback content for tutoring complex skills.Human-computer interaction, 5(4), 381-413.
Meisuo, Z. (2000). Cohesive features in the expository writing undergraduates in two Chinese universities. RELC Journal, 31 (1), 61-95.
Merrill, D. M. (1994). Instructional design theory. Englewood Cliffs, NJ: Educational Technology Publications.
Merrill, D. M. (2002). Instructional strategies and learning styles: Which takes precedence? In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (99-106). Upper Saddle River, NJ: Pearson Education Inc.
Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365-394.
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research. Design and interpretation. Thousand Oaks, CA: Sage Publications.
Min, H-T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118-141.
Montello, M. (1997). A touch of … class! Canadian Modern Language Review, 54 (1), 127-131.
Nagata, N. (1993). Computer Feedback for Second Language Instruction. The Modern Language Journal, 77(3), 330-339.
Nagata, N. (1997). The effectiveness of Computer-Assisted Metalinguistic Instruction: A case study in Japanese. Foreign Language Annals, 30(2), 187-200.
Nagata, N., & Swisher, M. V. (1995). A Study of Consciousness-Raising by Computer: The effect of metalinguistic feedback on second language learning. Foreign Language Annals, 28(3), 337-347.
Narciss, S. Porske, A., & Koerndle, H. (2007). Promoting self-regulated learning in web-based learning enviornments. Computers in Human Behaviors, 23, 1126-1144.
Nodoushan, M. A. S. (2012). Self-regulated learning (SRL): Emergence of the RSRLM model. International Journal of Language Studies, 6(3), 1-16.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaetrs, P.R. Pintrich, & M. Zeidner (Eds), Handbook of self-regulation (pp.451-502). San Diego: Academic.
Pintrich, P. R. and De Groot, E. V. (1990) Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.
Raimes, A. (1985). What unskilled ESL students do as they write: A classroom study of composing. TESOL Quarterly, 19, 229-258.
Raimes, A. (1987). Language proficiency, writing ability and composing strategies: A study of ESL college student writers. Language Learning, 37,439-468.
Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of advanced academics, 22(2), 194-218.
Rassaei, E., & Moinzadeh, A. (2011). Investigating the effects of three types of corrective feedback on the acquisition of English Wh-question forms by Iranian EFL learners. English Language Teaching, 4 (2), 97-106.
Reid, J. (1994). Responding to ESL students' texts: The myths of appropriation. Tesol Quarterly, 273-292.
Reid, J. (1998). Responding to ESL student language problems: Error analysis and revision plans. In P. Byrd & J. Reid (Eds.), Grammar in the composition classroom (pp. 118-137). Boston: Heinle and Heinle.
Reimann, N. (2005) ‘Aligning teaching-learning environments with students – a new perspective on constructive alignment in the light of student diversity’ . In: C. Rust (ed.). Improving Student Learning: Diversity and Inclusivity. Proceedings of the 12th Improving Student Learning Conference. Oxford: OCLSD.
Robb, T., Ross, S., & Shortreed, I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83–93.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11, 129-158.
Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. InB. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 83-110). Springer New York.
Schunk, D. H., & Zimmerman, B. J. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. Guilford Press.
Schworm, S., & Fischer, F. (2006). Academic help seeking. Handbuch Lernstrategien [Handbook of Learning Strategies], 282-293.
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners‟ acquisition of articles. TESOL Quarterly 41, 255–283.
Sheppard, K. (1992). Two feedback types: Do they make a difference? RELC Journal, 23, 103-110.
Susser, B. (1994). Process approaches in ESL/EFL writing instruction.Journal of Second Language Writing, 3(1), 31-47.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
Tergan, S.O. (2002). Hypertext und hypermedia: Konzeptionen, lernmöglichkeiten, lernprobleme. In L. J. Issing & P. Klimsa (Eds.), Information und lernen mit multimedia und Internet: Lehrbuch für studium und praxis (pp. 99–112). Weinheim: Beltz.
Troia, G. A., & Olinghouse, N. G. (2013). The common core state standards and evidence-based educational practices: The case of writing. School Psychology Review, 42(3), 343.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning 46, 327-369.
Truscott, J. (1999). The case for “The Case against Grammar Correction in L2 Writing Classes”: A response to Ferris. Journal of Second Language Writing, 25, 111-122.
Truscott, J. (2007). The effect of error correction on learners‟ ability to write accurately. Journal of Second Language Writing, 16, 255–272.
Van den Boom, G., Paas, F., & van Merriënboer, J. J. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17(5), 532-548.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard university press.
Warschauer, M., & Grimes, D. (2008). Automated writing assessment in the classroom. Pedagogies, 3(1), 22–36.
Warschauer, M., & Ware, P. (2006). Automated writing evaluation: Defining the classroom research agenda. Language Teaching Research, 10(2), 1-24.
Wertsch, J. V. (1991). Voices of the mind: A Sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.
Wolters, C. A. (2011). Regulation of motivation, Contextual and society aspects. Teachers College Record, 113(2), 265-283.
Zamel, V. (1983). The composing processes of advanced ESL students: Six case studies. TESOL Quarterly, 17,165-187.
Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, 33, 73-86.
Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-35). San Diego, CA: Academic Press.
Zimmerman, B. J. and Risemburg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22 (1) 73-101.
Zimmerman, B. J. and Schunk, D. H. (2008) An Essential Dimension of Self-Regulated Learning. In B. J. Zimmerman and D. H. Schunk (Eds) Motivation and self-regulated learning: Theory, research, and applications (pp.1-30). New York: Lawrence Earlbaum Associates
Zimmerman, B. J., & Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies.American educational research journal, 23(4), 614-628.
Zumbrunn, S., & Krause, K. (2012). Conversations with leaders: Principles of effective writing instruction. The Reading Teacher, 65(5), 346-353.
)