Akst, G. & Hecht, M. (1980). Program evaluation. In Trillin, A. S. (ed.). Teaching basic skills in college, pp. 261-310. San Francisco: Jossey-Bass.
Alderson, J. C. (1996). Guidelines for the evaluation of language education. In J. C. Alderson & A. Beretta (Eds.), Evaluating second language education (pp. 274–304). Cambridge: CUP.
Alvarez, I. (2007). Foreign language education at the crossroads: whose model of competence? Language, Culture and Curriculum 20(2): 126-136.
Bachman, L.F. & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.
Beretta, A. (1996b). What can be learned from Bangalore evaluation? In Alderson, J.C. & Beretta, A. (ed.). Evaluating second language education, pp. 250-271. Cambridge: Cambridge University Press.
Beretta, A. & Davies, A. (1985). Evaluation of the Bangalore project. ELT Journal39(2): 121-127.
Breen, M. P. (2001b). Navigating the discourse: on what is learned in the language classroom. In Candlin, C. N. & Mercer, N. (ed.). English language teaching in its social context, pp. 306-322. London: Routledge.
Brinton, D. M. & Holten, C. A. (2001). Does the emperor have no clothes? a re-examination of grammar in content-based instruction. In Flowerdew, J. & Peacock, M. (ed.). Research perspectives on English for academic purposes, pp. 239-259. Cambridge: Cambridge University Press.
Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, Mass.: Heinle & Heinle Publishers.
Burns, A. (2003). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Clapham, C. (2001). Discipline specificity and EAP. In J. Flowerdew & M. Peacock (Eds.), Research perspectives on English for academic purposes (pp. 84–100).Cambridge: CUP.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Dogancay-Aktuna, S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, Culture and Curriculum 19(3): 278-295.
Dudley-Evans, T. & St John, M. J. (2000). Developments in English for specific purposes: A multidisciplinary approach. Cambridge: CUP.
Flowerdew, J. & Peacock, M. (2001). Issues in English for academic purposes. In Flowerdew, J. & Peacock, M. (ed.). Research perspectives on English for academic purposes, pp. 8-24. Cambridge: Cambridge University Press.
Fraenkel, J. R. & Wallen, N. E. (2008). How to design and evaluate research in education. Fifth ed. New York: McGraw-Hill.
Gatehouse, K. (2001). Key issues in English for specific purposes (ESP) curriculum development. TESL Journal online, 7(10). Retrieved July 9, 2007, from http://iteslj.org/articles/gatehouse-ESP.html
Guthrie, G. P. (1982). An ethnography of bilingual education in a Chinese community. Unpublished Ph. D. diss., University of Illinois at Urbana-Champaign.
Harmer, J. (2002). The practice of English language teaching. Second ed. London: Longman.
Hedge, T. (2002). Teaching and learning in the language classroom. Third ed. Oxford: Oxford University Press.
Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning-centered approach. Tenth ed. Cambridge: CUP.
Johnson, R. K. (2001). An introduction to foreign language learning and teaching. Pearson Education, Longman: London.
Kiely, R. (2009). Small answers to the big question: learning from language program evaluation. Language Teaching Research 13(1): 99-116.
Kita, Lee Cheng. (2006). Factors contributing to civil engineering students’ poor achievement in an ESP program. MA thesis. University of Malaya.
Langbein, L. I. & Felbinger, C. L. (2006). Public program evaluation: a statistical guide. New York: M. E. Sharpe.
Lightbown, P. M. & Spada, N. (2003). How languages are learned. Revised ed. Oxford: Oxford University Press.
Lin, A. M. Y. (2001). Doing-English-lessons in the reproduction or transformation of social worlds? In Candlin, C. N. & Mercer, N. (ed.). English language teaching in its social context, pp. 271-286. London: Routledge.
Longman, D. G. & Atkinson, R. H. (2002). College learning and study skills. Sixed ed. California: Thomson/Wadsworth.
Lynch, B. K. (1996a). Evaluating a program inside and out. In J. C. Alderson & A. Beretta (Eds.), Evaluating second language education (pp. 61–96). Cambridge: CUP.
Lynch, B. K. (1996b). Language program evaluation: Theory and practice. Cambridge: CUP.
Mazdayasna, G. & Tahririan, M. H. (2008). Developing a profile of the ESP need of Iranian students: the case of students of nursing and midwifery. Journal of English for Academic Purposes7: 277-289.
Mercer, N. (2001). Language for teaching language. In Candlin, C. N. & Mercer, N. (ed.). English language teaching in its social context, pp. 243-257. London: Routledge.
Mishan, F. (2005). Designing authenticity into language learning materials. Bristol: Intellect.
Murphy, D. F. (1985). Evaluation in language teaching: Assessment, accountability and awareness. In J. C. Alderson (Ed.), Evaluation (pp. 1–17). Oxford: Pergamon Press.
Nunan, D. (1999a). The learner-centered curriculum. Tenth printing. Cambridge: CUP.
Nunan, D. (2001). Teaching grammar in context. In Candlin, C. N. & Mercer, N. (ed.). English language teaching in its social context, pp. 191-199. London: Routledge.
Peacock, M. (2001). Language learning strategies and EAP proficiency: teacher views, student views and test results. In Flowerdew, J. & Peacock, M. (ed.). Research perspectives on English for academic purposes, pp. 268-285. Cambridge: Cambridge University Press.
Peacock, M. (2009). The evaluation of foreign-language-teacher education programs. Language Teaching Research 13(3): 259-278.
Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
Rahimian, M. (2005). Developing communicative syllabus in ESP/EAP classes and how to deal with it in EFL situations. In G. R. Kiany & M. Khayamdar (Eds.), Proceedings of the First National ESP/EAP Conference (pp.86-98). Tehran: SAMT.
Rea-Dickins, P. (2002). Classroom assessment. In Hedge, T. (ed.). Teaching and learning in the language classroom, pp. 375-401. Third ed. Oxford: Oxford University Press.
Richards, J. C. (1984). Language curriculum development. RELC Journal,15(1), 1–14.
Richards, J. C. (2007). Curriculum development in language teaching. Eighth printing. New York: Longman.
Richards, J. C. & Rodgers, T. S. (2002). Approaches and methods in language teaching. Second ed. Cambridge: Cambridge University Press.
Robinson, B. (2003). Evaluation, research and quality. In Robinson, B. & Latchem, C. (ed.). Teacher education through open and distance learning, pp. 193–211. London: Routledge/Farmer.
Royse, D. D., Thyer, B. A., Padgett, D. & Logan, T. K. (2005). Program evaluation: an introduction. Michigan: Thomson Brooks.
Ryan, K. E. (2007). Changing contexts and relationships in educational evaluation. In Kushner, S. & Norris, N. (ed.). Dilemmas of engagement: evaluation and the new public management, pp. 103-116. Oxford: JAI Press.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Shams, M.R. (2010). Reading English newspapers. Tehran: Jungle publications.
Van Blerkom, D. L. (2003). College study skills: becoming a strategic learner. Fourth ed. California: Thomson/Wadsworth.
Worthen, B. R., Sanders, J. R. & Fitzpatrick, J. L. (2003). Program evaluation: Alternative approaches and practical guidelines. Third ed. Pearson Education, Longman: London.
Yang, W. (2009). Evaluation of teacher induction practices in a US university English language program: towards useful evaluation. Language Teaching Research 13(1): 77-98.
)