Abednia, A., & Izadinia, M. (2013). Critical pedagogy in ELT classroom: Exploring contributions of critical literacy to learners’ critical consciousness. Language Awareness, 22(4), 338-352.
Benson, P. (2007). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40.
Borg, S. & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38.
Burkert, A. (2011). Introducing aspects of learner autonomy at tertiary level. Innovation in Language Learning and Teaching, 5(2), 141-150.
Cooke, S. D. (2013). Examining transcription, autonomy and reflective practice in language development. RELC Journal, 44(1), 75-85.
Cole, J. & Vanderplank, R. (2016). Comparing autonomous and class-based learners in Brazil: Evidence for the present-day advantages of informal, out-of-class learning. System, 61(3), 31-42.
Dam, L. & Legenhausen, L. (2011). Explicit reflection, evaluation, and assessment in the autonomy classroom, Innovation in Language Learning and Teaching, 5(2), 177-189.
Dang, T. T. (2012). Learner autonomy: A synthesis of theory and practice. The Internet Journal of Language, Culture and Society, 35(1), 52-67.
Dörnyei, Z. (2007). Research methods in applied linguistics. New York: Oxford University Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Harley, B. & Swain, M. (1984). The interlanguage of immersion students and its implications for second language teaching. In A.P.R. Howatt (Ed.), Interlanguage (pp. 291-311). Edinburgh: Edinburgh University Press.
Holliday, A. (2003). Social autonomy: Addressing the dangers of culturism in TESOL. In D. Palfreyman & R. C. Smith, (Eds.), Learner autonomy across cultures: Language education perspectives (pp.110-126). Palgrave: Macmillan.
Jafari, S., Ketabi, S., & Tavakoli, M. (2016). Autonomously Noticing Incorrect Language Use: Does it Improve EFL Learners' Grammatical Accuracy? Journal of teaching Language Skills, 35(1), 85-110.
Khabiri, M., (2003). A study on the validity of the English proficiency test of postgraduate TEFL admission examination: A proposal for an LSP testing model. (Unpublished doctoral dissertation). Islamic Azad University, Science and Research Branch, Tehran, Iran.
Kohonen, V. (1992). Experiential language learning: Second language learning as cooperative learner education. In D. Nunan (Ed.) Collaborative language learning and teaching (pp. 14-39). Cambridge: Cambridge University Press.
Lapkin, S., Hart, D., & Swain, M. (1991). Early and middle French immersion programs: French language outcomes. Canadian Modern Language Review, 48, 11-40.
Little, D. (1991). Definitions, issues and problems. Dublin: Authentik.
Little, D. (1997). Language awareness and the autonomous language learner. Language Awareness, 6(3), 93–104.
Little, D. (1999). Learner autonomy is more than a Western cultural construct. In S. Cotterall & D. Crabbe (Eds.) Learner autonomy in language learning: Defining the field and effecting change (pp. 11-8). Frankfurt am Main: Lang.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94.
Lo, Y. (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan. Language Teaching Research, 14(1), 77-95.
Lynch, T. (2001). Seeing what they meant: Transcribing as a root to learning. ELT Journal, 55(2), 124-132.
Lynch, T. (2007). Learning from the transcripts of an oral communication task. ELT Journal, 61(4), 311-320.
Mennim, P. (2003). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57(2), 130-138.
Mennim, P. (2007). Long term effects of noticing on oral output. Language Teaching Research, 11(3), 265-80.
Mennim, P. (2012). Learner negotiation of L2 form in transcription exercises. ELT Journal, 66(1), 52-61.
Nasri, N., Vahid Dastjerdy, H., Eslami Rasekh, A., & Amirian, Z. (2015). Iranian EFL teachers’ practices and learner autonomy: Do gender, educational degree, and experience matter? Innovation in Language Learning and Teaching, 25(2), 1-13.
Nassaji, H., & Tian, J. (2010). Collaborative and individual output tasks and their effects on learning English phrasal verbs. Language Teaching Research, 14(3), 397-419.
Railton, D. & Watson, P. (2005). Teaching autonomy: 'Reading groups' and the development of autonomous learning practices. Active Learning in Higher Education, 27(6), 182-193.
Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.) Attention and awareness in foreign language learning (pp. 1-63). Hawaii: University of Hawaii Second Language Teaching and Curriculum Centre.
Sinclair, B. (2009). The teacher as learner: Developing autonomy in an interactive learning environment. In R. Pemberton, S. Toogood & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 175-198). Hong Kong: Hong Kong University Press.
Sfard, A. (1998). On two metaphors for learning and the danger of choosing just one. Educational Researcher, 27(2), 4-13.
Stillwell, C., Curabba, B., Alexander, K., Kidd, A., Kim, E., Stone, P., & Wyle, C. (2010). Students transcribing tasks: Noticing fluency, accuracy, and complexity. ELT Journal, 64(4), 445-455.
Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honor of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
Tapinta, P. (2016). Thai teachers’ beliefs in developing learner autonomy: L2 education in Thai universities. In Barnard, R., Li, J. (Eds.), Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (pp. 96–113). Phnom Penh: IDP Education.
Trinh, L. Q. (2005). Stimulating Learner Autonomy in English Language Education: A Curriculum Innovation Study in a Vietnamese Context. (Unpublished PhD Dissertation). University of Amsterdam, The Netherlands.
Vickers, C. &. Ene, E. (2006). Grammatical accuracy and learner autonomy in advanced writing. ELT Journal, 60 (2), 109-115.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.
Williams, M., & Burden. R.L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Zhang, L.X. & Li, X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.