Baker, A. (2013). Integrating fluent pronunciation use into content-based ESL instruction: Two case studies. In J. Levis, & K. LeVelle (Eds.), Proceedings of the 4th pronunciation in second language learning and teaching conference (pp. 245–254). Ames, IA: Iowa State University.
Bamanger, E. M., & Alhassan, R. A. (2015). Exploring podcasting in english as a foreign language learners’ writing performance. Journal of Education and Practice, 6(11), 63–75.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M., & Griner, B. (2010). Teaching pronunciation: A reference for teachers of English to speakers of other languages (2nd ed.). New York, NY: Cambridge University Press.
Cohen, J. (1977). Statistical power analysis for the behavioral sciences. Routledge.
Crowther, D., Trofimovich, P., Saito, K., & Isaacs, T. (2018). Linguistic dimensions of L2 accentedness and comprehensibility vary across speaking tasks. Studies in Second Language Acquisition, 40(2), 443–457.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–397.
Derwing, T. M., & Munro, M. J. (2009). Comprehensibility as a factor in listener interaction preferences: Implications for the workplace. Canadian Modern Language Review, 66(2), 181–202.
Doughty, C. J., & Williams, J. (1998). Pedagogical choices in focus on form acquisition. In C. J. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 197-262). Cambridge: Cambridge University Press.
Farangi, M. R., Nejadghanbar, H., Askary, F., & Ghorbani, A. T. (2015). The effects of podcasting on EFL upper-intermediate learners’ speaking skills. CALL-EJ Online, 16(2), 1-18.
Flege, J. E., Munro, M. J., & MacKay, I. R. A. (1995). Factors affecting strength of perceived foreign accent in a second language. Journal of the Acoustical Society of America, 97(5), 3125–3134.
Felps, D., Bortfeld, H., & Gutierrez-Osuna, R. (2009). Foreign accent conversion in computer assisted pronunciation training. Speech communication, 51(10), 920–932.
Gaballa, H. (2013). Testing metaknowledge of phonological components among English freshman students at Taif University. IOSR Journal of Humanities and Social Science (IOSR-JHSS), 18(2), 84–95.
Gilakjani, A.P. (2012). A study of factors affecting EFL learners' English pronunciation learning and the strategies for instruction. International Journal of Humanities and Social Science, 2(3), 119–128.
Graddol, D. (2006). English next: Why global English may mean the end of 'English as a foreign language'. London, UK: British Council.
Grey, S., & van Hell, J. G. (2017). Foreign-accented speaker identity affects neural correlates of language comprehension. Journal of Neurolinguistics, 42, 93–108.
Hamdan, J., & Al-Hawamdeh, R. (2018). The effects of ‘face’ on listening comprehension: Evidence from advanced Jordanian speakers of English. Journal of Psycholinguistic Research, 47(5), 1121-1131.
Henrichsen, L. et. al. (2018). Online resources for learners and teachers of English language pronunciation. TESL Reporter, 51(1), 23–89.
Housen, A., & Pierrard, M. (Eds.). (2005). Studies in language acquisition 25: Investigations in instructed second language acquisition. Berlin: Walter de Gruyter.
Incera, S., Shah, A. P., McLennan, C. T., & Wetzel, M. T. (2017). Sentence context influences the subjective perception of foreign accents. Acta psychologica, 172, 71–76.
Jenkins, J. (2002). A sociolinguistically based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83–103.
Jesney, K. (2004). The use of global foreign accent rating in studies of L2 acquisition. Calgary, AB: University of Calgary Language Research Centre Reports.
Jones, R. H. (1997). Beyond "listen and repeat": Pronunciation teaching materials and theories of second language acquisition. System, 25(1), 103–112.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk and H.G. Widdowson (Eds), English in the world: Teaching and learning the language and literatures (pp. 11–30). Cambridge: Cambridge University Press.
Kamiyama, T. (2004, March). Perception of foreign accentedness in L2 prosody and segments: L1 Japanese speakers learning L2 French. Proceedings of Speech Prosody 2004 (pp. 721–724). Nara, Japan: ISCA. Retrieved from https://hal.archives-ouvertes.fr/hal-00468183/document.
Kang, O. (2010). Relative salience of suprasegmental features on judgments of L2 comprehensibility and accentedness. System, 38(2), 301–315.
Kang, O., Rubin, D., & Pickering, L. (2010). Suprasegmental measures of accentedness and judgments of language learner proficiency in oral English. The Modern Language Journal, 94(4), 554–566.
Kennedy, S., & Trofimovich, P. (2008). Intelligibility, comprehensibility, and accentedness of L2 speech: The role of listener experience and semantic context. Canadian Modern Language Review, 64(3), 459–490.
Kirkova-Naskova, A. (2010). Native speaker perception of accented speech: The English pronunciation of Macedonian EFL learners. Research in Language, 8, 41–61.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford: Oxford University Press.
Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish–American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.
Londono, A., Maldonado, P., & Liliana, J. (2015). Podcasting as a way to improve teacher trainees’ ability to make proper sentence stress (Master’s thesis). Retrieved from http://intellectum.unisabana.edu.co /handle/ 10818/15120
Arciniegas Londoño, L. J. (2011). Podcasting as a way to improve teacher trainees’ ability to make proper sentence stress (Unpublished Master’s thesis), Universidad de la Sabana, La Sabana, Chia, Colombia.
Lev-Ari, S., & Keysar, B. (2010). Why don’t we believe non-native speakers? The influence of accent on credibility. Journal of Experimental Social Psychology, 46(6), 1093–1096.
Loewen, S., & Plonsky, L. (2016). An A-Z of applied linguistics research method. London: Palgrave.
Long, M. H. (1990) Maturational constraints on language development, Studies in Second Language Acquisition, 12, 251–285.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition. Cambridge, UK: Cambridge University Press.
Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364–379.
Major, R. C. (2007). Identifying a foreign accent in an unfamiliar language. Studies in Second Language Acquisition, 29(4), 539–556.
McBride, K. (2009). Podcasts and second language learning. In L.B Abraham & L. Williams (Eds.), Electronic discourse in language learning and language teaching (pp. 153–167). Amsterdam, the Netherlands: John Benjamins.
McCarty, S. (2005). Spoken internet to go: Popularization through podcasting. The JALT CALL Journal, 1(2), 67–74.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
Meier, A. (2015). L2 incidental vocabulary acquisition through extensive listening to podcasts. Columbia University Working Papers in TESOL & Applied Linguistics, 15(2), 72–84. Retrieved from http://tesolal.columbia.edu/article/extensive-listening-to-podcasts/
Menzer, K. (2017). Phonological awareness and foreign Accent: A handbook for German EFL Teachers. Master's Projects and Capstones. 637. Retrieved from https://repository.usfca.edu/capstone/637.
Mora, J. C., Rochdi, Y., Kivistö-de Souza, H. (2014). Mimicking accented speech as L2 phonological awareness. Language Awareness, 23(1-2), 57–75.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL Quarterly, 25(3), 481–520.
Munro, M. & Derwing, T. M. (1995a). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language Learning, 45(1), 73–97.
Munro, M., & Derwing, T. M. (1995b). Processing time, accent, and comprehensibility in the perception of foreign-accented speech. Language and Speech, 38, 289–306.
Munro, M. J., & Derwing, T. M. (2001). Modeling perceptions of the accentedness and comprehensibility of L2 speech: The role of speaking rate. Studies in Second Language Acquisition, 23(4), 451–468.
Munro, M. J., Derwing, T. M., & Morton, S. L. (2006). The mutual intelligibility of L2 speech. Studies in Second Language Acquisition, 28(1), 111–131.
Murphy, J. (2014). Intelligible, comprehensible, non-native models in EAP/EFL pronunciation teaching. System, 42, 258–269.
Navehebrahim, M. (2012). An investigation on pronunciation of language learners of English in Persian background: Deviation forms from the target Language norms. Procedia - Social and Behavioral Sciences, 69, 518–525.
Nushi, M., & Jenabzadeh, H. (2016). Busuu: The mobile app. The TESL Reporter, 49(2), 30–38.
O’Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162–180.
Pantos, A. J., & Perkins, A. W. (2013). Measuring implicit and explicit attitudes toward foreign accented speech. Journal of Language and Social Psychology, 32(1), 3–20.
Park, M. S. (2015). Phonological awareness and degree of foreign accent: An exploratory Study. English Teaching, 70(3), 23–47.
Piske, T., MacKay, I., & Flege, J. E. (2001). Factors affecting degree of foreign accents in an L2: A review. Journal of Phonetics, 29(2), 191–215.
Porretta, V., Tremblay, A., & Bolger, P. (2017). Got experience? PMN amplitudes to foreign-accented speech modulated by listener experience. Journal of Neurolinguistics, 44, 54–67.
Reinders, H., & White, C. (2011). Learner autonomy and new learning environments. Journal of language learning and technology, 15(3), 1–3.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge.
Riney, T., Takada, M., & Ota, M. (2000). Segmentals and foreign language accent: The Japanese flap in EFL. TESOL Quarterly, 34(4), 711–737.
Rosell-Aguilar, F. (2007). Top of the pods: In search of a podcasting ‘podagogy’ for language learning. Computer Assisted Language Learning, 20(5), 471–492.
Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. Canadian Modern Language Review, 65(3), 395–412.
Saito, K. (2011). Examining the role of explicit phonetic instruction in native-like and comprehensible pronunciation development: An instructed SLA approach to L2 phonology. Language Awareness, 20(1), 45–59.
Samburskiy, D., & Quah, J. (2014). Corrective Feedback in Asynchronous Online Interaction: Developing Novice Online Language Instructors. CALICO Journal, 31(2), 158–178.
Schmidt, R. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
Schmidt, R. (2010). Attention, awareness, and individual differences in language learning. In W. M. Chan, S. Chi, K. N. Cin, J. Istanto, M. Nagami, J. W. Sew, T. Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2-4 (pp. 721–737). Singapore: National University of Singapore, Centre for Language Studies.
Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge, UK: Cambridge University Press.
Sze, P. M-M. (2006). Developing students’ listening and speaking skills through ELT podcasts. Education Journal, 34(2), 115–134.
Szyszka, M. (2016). English pronunciation teaching at different educational levels: Insights into teachers’ perceptions and actions. Research in Language, 14(2), 165–180.
Trude, A. M., Tremblay, A., & Brown-Schmidt, S. (2013). Limitations on adaptation to foreign accents. Journal of memory and language, 69(3), 349–367.
Venkatagiri, H. S., & Levis, J. M. (2007). Phonological awareness and speech comprehensibility: An exploratory study. Language Awareness, 16(4), 263–277.
Wang, C., & Winstead, L. (2016). Introduction: Foreign language education in the digital age. In C. Wang & L. Winstead (Eds.), Handbook of research on foreign language education in the digital age (pp. xxvii-xxxii). Hershey. PA: IGI Global.
Londono, A. Maldonado, P. & Liliana, J. (2015). Podcasting as a way to improve teacher trainees’ ability to make proper sentence stress (Master’s thesis). Retrieved from http://intellectum.unisabana.edu.co /handle/ 10818/15120
)