Allen, I. E., & Seaman, J. (2006). Growing by degrees: Online education in the United States. Sloan Consortium (NJ1).
Asadollahfam, H., & Ahmadpour, L., (2018). The effects of dynamic assessment and gender on EFL learners' oral narrative task performance. International Journal of Language Testing and Assessment, 1(1), 1-8.
Brooks, C. M., & Ammons, J. L. (2003). Free riding in group projects and the effects of timing frequency. Journal of Education for Business, 78, 5-31.
Choi, H. J., & Mantik, O. (2017). The effect of scaffolded think-group-share learning on Indonesian elementary schooler satisfaction and learning achievement in English classes. International Electronic Journal of Elementary Education, 10(2), 175-183.
Davies, W. M. (2009). Groupwork as a form of assessment: Common problems and recommended solutions. Higher Education, 58(4), 563-584.
De Wilde, V., Brysbaert, M., & Eyckmans, J. (2021). Young learners’ L2 English after the onset of instruction: Longitudinal development of L2 proficiency and the role of individual differences. Bilingualism: Language and Cognition, 24(3), 439-453.
Dingel, M., Wei, W., & Huq, A. (2013). Cooperative learning and peer evaluation: The effect of free riders on team performance and the relationship between course performance and peer evaluation. Journal of the Scholarship of Teaching and Learning, 13(1), 45-56.
Dommeyer, C. J. (2007). Using the diary method to deal with social loafers on the group project: Its effects on peer evaluations, group behavior, and attitudes. Journal of Marketing Education 29(2), 175–88.
Duxbury, J. G., & Tsai, L.-l. (2010). The effects of cooperative learning on foreign language anxiety: A comparative study of Taiwanese and American Universities. Online Submission, 3(1), 3-18.
Fartash, F. & Seifoori, Z. (2019). Collective activities in the belief of teachers and language learners and in the classroom. Journal of Forign Language Research, 9(1) 147-175.
Glassop, L. I. (2002). The organizational benefits of teams. Human relations, 55(2), 225-249.
Gueldenzoph, L. & May, G. (2002). Collaborative peer evaluation: best practices for group member assessments. Business Communication Quarterly, 65(1), 9-20.
Gulati, R., & Singh, H. (1998). The architecture of cooperation: Managing coordination costs and appropriation concerns in strategic alliances. Administrative Science Quarterly, 5, 781-814.
Hassanien, A. (2006). Student experience ofgroup work and group assessment in higher education. Journal of Teaching in Travel & Tourism, 6(1), 17-39.
Huensch, A., & Nagle, C. (2021). The effect of speaker proficiency on intelligibility, comprehensibility, and accentedness in L2 Spanish: A conceptual replication and extension of Munro and Derwing (1995a). language Learning.
Hurley, E. A., & Allen, B. A. (2007). Asking the how questions: Quantifying group processes behaviors. The Journal Of General Psychology, 134(1), 5-21.
Joyce, J. M. (1999). The foundations of causal decision theory. UK: Cambridge University Press.
Kändler, G., Cullmann, D., & Versuchs, F. (2014). Der Wald in Baden-Württemberg. Ausgewählte Ergebnisse der Dritten Bundeswaldinventur.
Khezrlou, S. (2020). Training planning in second language narrative writing. ELT Journal, 74(1), 49-62.
Khezrlou, S. (2019). Effects of timing and availability of isolated FFI on learners’ written accuracy and fluency through task repetition. The Language Learning Journal. Doi: 10.1080/09571736.2019.1656765
Khezrlou, S. (2012). The relationship between cognitive and metacognitive strategies, age and level of education. The Reading Matrix, 12(1), 50-61.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
Kim, Y., Song, S-M., & Kellog, D. (2021). Zones of proximal boredom: Vygotsky’s ZPD and modality, abstraction, and explicit themes in Korean from four to seven. Language and Education.
Liu, M. H., & Braine, G., 2005. Cohesive features in argumentative writing produced by Chinese undergraduates. System 33(4), 623–636.
Luo, Z., Qu, H., & Marnburg, E. (2013). Justice perceptions and drives of hotel employee social loafing behavior. International Journal of Hospitality Management, 33, 456-464.
McGraw, P., & Tidwell, T. (2001). Teaching group process skills to MBA students: A short workshop. Education Training, 43(3), 162-171.
Murphy, R. (2017). Call my Rep! How Unions Overcame the Free-Rider Problem.
Nov, O., & Kuk, G. (2008). Open source content contributors’ response to free-riding: The effect of personality and context. Computers in Human Behavior, 24(6), 2848-2861.
Pfaff, E. & Hulleston, P. (2003). Does it matter if I hate teamwork? What impacts student attitudes toward teamwork. Journal of Marketing Education, 25(1), 37-45.
Prégent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications.
Ruiz-Esparza Barajas, E., Medrano Vela, C. A., Huerta, K. Z., & Helbert, J. (2016). Exploring university teacher perceptions about out-of-class teamwork. Profile Issues in TeachersProfessional Development, 18(2), 29-45.
Sadeghi, K., & Khezrlou, S. (2014). Burnout among English language teachers in Iran: Do socio-demographic characteristics matter? Procedia- Social and Behavioral Sciences, 98, 1590-1598.
Sadeghi, K., & Khezrlou, S. (2016). The experience of burnout among English language teachers in Iran: Self and other determinants. Teacher Development, 20(5), 1-17.
Sadeghi, K., Khezrlou, S., & Modirkhameneh, S. (2017). CALLing Iranian learners of L2 English: Effect of gloss type on lexical retention and academic reading performance under different learning conditions. Journal of Research in Reading, 40(1), 66-86.
Saeedakhtar, A., & Seyedasgari, S. (2018). The role of concordancing and output in developing the collocational competence. Language Horizons, 2(2), 9-29.
Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research grounded theory procedures and techniques. Thousand Oaks, CA Sage.
Valentine, I., Hurley, E., Reid, J., & Allen, W. (2007). Principles and processes for effecting change in environmental management in New Zealand. Journal of Environmental Management, 82(3), 311-318.
Vela, C. A. M., & Alvarado, N. D. (2013). Challenging perspectives in dealing with the drawbacks of group work. Revista Arbitrada de la Red de Cuerpos Académicos en Lenguas Extranjeras.
Webb, N. (1997). Assessing students in small collaborative groups. Theory into Practice, 36(4), 205–13.
Wilson, K. J., Brickman, P., & Brame, C. J. (2018). Group work. CBE- Life Sciences Education, 17(1), 1- 15.
Woods, D., & Çakır, H. (2011). Two dimensions of teacher knowledge: The case of communicative language teaching. System, 39(3), 381-390.
Zou, M. (2004). EFL learners’ perceptions of in-class relationships and their voluntary responses. In Y. Gao (Ed.), The social psychology of English learning by Chinese college students (pp. 149-167). Beijing: Foreign Language Teaching and Research Press.
)