تقویت یادگیری خودتنظیمی زبان‌آموزان ایرانی: بررسی تاثیر خودسنجی و همسال‌سنجی در مهارت نگارش در زبان دوم

-6 منابع
Allen, D. (2004). Oxford placement test 1. Oxford: OUP.
Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning
strategies and motivation processes. Journal of Educational Psychology, 80, 260–
267.
Anderson, J., R. (1992). “Automaticity and the ACT theory”. American Journal of
Psychology, 105, 165–180.
Andrade, H. & Du, Y. (2007). Student responses to criteria-referenced self-Assessment.
Assessment and Evaluation in Higher Education, 32 (2), 159-181.
Ary, D., Jacobs, C., & Razavieh, A. (1990). Introduction to research in education. Fort
Worth, TX: Holt, Rinehart and Winston, Inc.
Azarnoosh, M. (2013). Peer assessment in an EFL context: attitudes and friendship bias.
Language Testing in Asia, 3 (11), 1-10.
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate
students’ ability to regulate their learning with hypermedia? Contemporary
Educational Psychology, 29, 344-370.
Bannert, M. (2009). Promoting self-regulated learning through prompts. Zeitschrift Fur
Padagogische Psychologie, 23(2), 139–145, http://dx.doi.org/10.1024/1010-0652.
23.2.139.
Berthold, K., Nückles, M., & Renkl, A. (2007). Do learning protocols support learning
strategies and outcomes? The role of cognitive andmetacognitive prompts. Learning
and Instruction, 17(5), 564–577, http://dx.doi.org/10.1016/j.learninstruc.2007.09.
007.
Birjandi, P., & Sayyari, M. (2010). Self-assessment and peer-assessment: A comparative
study of their effects on writing performance and rating accuracy. Iranian Journal of
Applied Linguistics, 13(1), 23-45.
Blanche, P. (1988). Self-assessment of foreign language skills: Implications for teachers
and researchers. RELC Journal, 19 (1), 75-96.
تقویت یادگیری خودتنظیمی زبان آموزان ایرانی: بررسی تاثیر خودسنجی و همسالسنجی در مهارت نگارش در زبان دوم 143
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on
assessment and intervention. Applied Psychology: An International Review, 54(2),
199-231.
Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page
Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge:
Cambridge University Press.
Brown, J. D., Hudson, T. (1998). The alternatives in language assessment. TESOL
Quarterly, 32(4), 653-675.
Conway, R., & Kember, D. (1993). Peer assessment of an individual’s contribution to a
group project. Assessment & Evaluation in Higher Education, 18(1), 45-54.
Davidson, F., & Henning, G. (1985). A self-rating scale of English proficiency: Rasch
scalar analysis of items and rating categories. Language Testing, 2,164-79
Deci, E. L., & Ryan, R. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Plenum Press.
DeKeyser, R. M. (2001). Automaticity and automatization. In P. Robinson (Ed.),
Cognition and second language instruction. Cambridge, UK: Cambridge University
Press.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom.
Modern Language Journal, 78, 273–284.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK:
Cambridge Language Teaching Library.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in
second language acquisition. Mahwah, NJ: Lawrence Erlbaum, London.
Do¨rnyei, Z., & Skehan, P. (2003). Individual differences in second language learning.
In: Doughty, C.J., Long, M.H. (Eds.), The Handbook of Second Language
Acquisition (pp. 589-630). Blackwell: OUP.
Dweck, C., & Molden, D. (2005). Self theories: Their impact on competence motivation
and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and
motivation (pp. 122–140). New York: The Guilford Press.
Elliot, A. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot
& C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52–72). New
York: The Guilford Press.
Gardner, H. (2006). Multiple intelligences: New horizons. Cambridge, MA: Basic Books.
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment.
London: The Falmer Press.
Goldfinch, J. M., & Raeside, R. (1990). Development of peer assessment techniques.
Assessment & Evaluation in Higher Education, 15(3), 210-225.
144 پژوهش های زبانشناختی در زبان های خارجی، دورة 9، شمارة 1، فروردین 1398
Harris, K. R., & Graham, S. (1996). Making the writing process work: Strategies for
composition and self-regulation. Brookline, MA: Brookline Books.
Harris, K. R., & Graham, S. (1999). Programmatic intervention research: Illustrations
from the evolution of self-regulated strategy development. Learning Disability
Quarterly, 22(4), 251-262.
Heilenmann, K. L. (1990). Self-assessment of second language ability: The role
of response effects. Language Testing, 7, 174-201.
Hughes, AR. (2003). Testing for language teachers. Cambridge: CUP.
Janssen-van Dieten, A. (1989). The development of a test of Dutch as a second language:
The validity of self-assessments by inexperienced subjects. Language Testing, 6, 30-
46.
Kramarski, B., & Dudai, V. (2009). Group-metacognitive support for online inquiry in
mathematics with differential self-questioning. Journal of Educational Computing
Research, 40(4), 377–404.
Kramarski, B., & Michalsky, T. (2009). Three metacognitive approaches to training preservice
teachers in different learning phases of technological pedagogical content
knowledge. Educational Research and Evaluation, 15(5), 465–485.
Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated
learning in the context of technological pedagogical content knowledge. Learning
and Instruction, 20(5), 434–447.
Magno, C. (2010). Assessing academic self-regulated learning among Filipino college
students: the factor structure and item fit. The International Journal of Educational
and Psychological Assessment, 5(1), 61-73.
Natri, T. (2007). Active learnership in continuous self- and peer-evaluation. In A.
Barfield & S.H. Brown (Eds.), Reconstructing autonomy in language education:
Inquiry and innovation (pp. 108–120). New York: Palgrave Macmillan.
Noels, K. (2001). New orientations in language motivation: Towards a model of
intrinsic, extrinsic and integrative orientations and motivation. In Z. Dörnyei & R.
Schmidt (Eds.), Motivation and second language acquisition (pp. 43–68). Honolulu:
University of Hawai’i Second Language Teaching and Curriculum Center.
Nückles, M., Hübner, S., & Renkl, A. (2009). Enhancing self-regulated learning by
writing learning protocols. Learning and Instruction, 19(3), 259-271.
O’Malley, J.M., Chamot, A.U. (1990). Learning Strategies in Second Language
Acquisition. Cambridge University Press, Cambridge.
O’Leary, C. (2007). Should learner autonomy be assessed? Proceedings of the
Independent Learning Association, Japan.
تقویت یادگیری خودتنظیمی زبان آموزان ایرانی: بررسی تاثیر خودسنجی و همسالسنجی در مهارت نگارش در زبان دوم 145
Oxford, R. L. (2003). Language learning styles and strategies: An overview. Retrieved
March 4, 2013, fromhttp://hyxy.nankai.edu.cn/jingpinke/buchongyuedu/learning%
20strategies%20by%20 Oxford.pdf.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp.
451-502). San Diego, CA: Academic Press.
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). The Regents of
the University of Michigan.
Saarni, C. (2006). Emotion regulation and personality development in childhood. In D.
K. Mroczek & T.D. Little (Eds.), Handbook of personality development (pp. 245–
262). Mahwah, NJ: Lawrence Erlbaum.
Saito, H. (2008). EFL classroom peer assessment: training effects on rating and
commenting. Language Testing, 25, 553–581.
Sambell, K., McDowell, L., & Sambell, A. (2006). Supporting diverse students:
developing learner autonomy via assessment, in C. Bryan, & K. Clegg
(Eds.), Innovative Assessment in Higher Education (pp. 158-168). NewYork:
Routledge.
Sanders, B. D. (2010). The effect of explicit instruction on the writing attitude and ability
of fourth grade writers. (Unpublished master’s thesis). California State University,
Sacramento, US.
Schendel, E. & O’Neill P. (1999). Exploring the theories and consequences of selfassessment
through ethical inquiry. Assessing writing, 6(2), 199-227.
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In D. H.
Schunk & B. J. Zimmerman (Eds.), Self-regulated learning and academic
achievement: Theoretical perspectives (pp.125–149). Hillsdale, NJ: Erlbaum.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Selfefficacy
enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner
(Eds.), Handbook of self-regulation (pp. 631-649). London: Elsevier
Schunk, D., Pintrich, P., & Meece, J. (2007). Motivation in education: Theory, research
and applications. New York: The Guilford Press.
Spiller, D. (2012). Assessment Matters: Self-Assessment and Peer Assessment. Wāhanga
Whakapakari Ako, New Zealand.
Ushioda, E. (2001). Language learning at university: Exploring the role of motivational
thinking. In Z.Dörnyei & R. Schmidt (Eds.), Motivation and second language
acquisition (pp. 93–125). Honolulu: University of Hawai’i Second Language
Teaching and Curriculum Center.
146 پژوهش های زبانشناختی در زبان های خارجی، دورة 9، شمارة 1، فروردین 1398
Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (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.
Weigle, S. C. (2002). Assessing writing. Cambridge: CUP
Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Thousand
Oaks, CA: Sage Publications.
Williams, M., & Burden, R. (1997). Psychology for language teachers: A social
constructivist approach. Cambridge, UK: Cambridge University Press.
Williams, M., Burden, R., & Al-Bahama, S. (2001). Making sense of success and failure:
The role of the individual in motivation theory. In Z. Dörnyei & R. Schmidt (Eds.),
Motivation and second language acquisition (pp. 171–184). Honolulu: University of
Hawai’i Second Language Teaching and Curriculum Center.
Winne, P. H. (1995). Inherent details in self-regulated learning. Educational
Psychologist 30, 173-188.
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An
analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman
(Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19).
New York: Guilford Press.
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. (2000). Self-efficacy: An essential motive to learn. Contemporary
Educational Psychology, 25, 82–91.
Zimmerman, B. J., & Martinez-Pons, M. (1986). Developing of a structured interview
for assessing student use of self-regulated learning strategies. American Educational
Research Journal, 23(4), 614-628.
Zumbrunn, S. (2010). Nurturing young students’ writing knowledge, self regulation,
attitudes, and self-efficacy: The effects of self-regulated strategy development.
(Unpublished doctoral dissertation). University of Nebraska, US.