Aaron, S & Bergmann, j. (2012). Flip your classroom: reach every student in every class every day. ISTE, Washington D.C.
Abaeian, H., & Samadi, L. (2016). The effect of flipped classroom on Iranian EFL learners’ L2 reading Comprehension: Focusing on different proficiency levels. Journal of Applied Linguistics and Language Research, 3(6), 295-304.
Al-Harbi, S. S., & Alshumaimeri, Y. A. (2016). The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students’ Performances and Attitudes. English Language Teaching, 9(10), 60-80.
Baghaei, P. (2012). The relationship between willingness to communicate and success in learning English as a foreign language. Modern Journal of Applied Linguistics, 4(2), 53-67.
Black, A.E. and Deci, E.L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740-756.
Bohrani, M. (2009). Reliability and validity of the academic motivation scale of Hartr. Journal of Psychological Studies, 5(1):50-72.
Chen, K.C. and Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Chung, E & Lee, B.H. (2018). The effects of flipped learning on learning motivation and attitudes in a class of college physical therapy students. Journal of Problem-Based Learning. 5 (1) 29-36.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 1- 23.
Della Ratta, C. B. (2015). Flipping the classroom with team-based learning in undergraduate nursing education. Nurse Educator, 40(2), 71–74.
Dixon, D. (2011). Measuring language learner autonomy in tertiary-level learners of English. Unpublished PhD dissertation. Centre for applied inguistics, University of Warwick.
Dornyei, Z. and Ushioda, E. (2010). Teaching and Researching: Motivation. White Plains; La Vergne: Longman Publishing Group.
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2014). A review of flipped learning. Flipped Learning Network. Retrived from:
www.flippedlearning.org/cms.
Hamciuc, M & Roux, P. (2014). How Flipped Classrooms Can Benefit the Development of Autonomous Learning. The Kyushu Academic Society of English Language Education (KASELE). 42, 1-11.
Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 1-25.
Jones, B.D., Llacer-Arrastia, S. and Newbill, P.B. (2009). Motivating foreign language students using self-determination theory’, Innovation in Language Learning and Teaching, 3(2), 171-189.
Joshaghannejad, F & Bagheri, M. (2018). The effect of flipped classroom on students’ achievement motivation in computer course. Curriculum planning knowledge and research in educational sciences. 15, 95-107.
Karimi, M., & Hamzavi, R. (2017). The Effect of Flipped Model of Instruction on EFL Learners’ Reading Comprehension: Learners’ Attitudes in Focus. Advances in Language and Literary Studies (ALLS), 8(1), 95-103.
Kumaravadivelu, B. (2005). understanding language teaching: FFrom method to post method. Mahvah, NJ: Lawrence Earlbaum.
McCroskey, J. C., & Richmond, V. P. (1990). Willingness to communicate: Differing cultural perspectives. Southern Communication Journal, 56(1), 72-77.
Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1- 47.
Mehta, N. B., Hull, A. L., Young, J. B., & Stoller, J. K. (2013). Just imagine. Academic Medicine, 88 (10), 1418–1423.
Mohammadi, J & Barati, H & Youhanaee, M. (2019). The effectiveness of using flipped classroom model on Iranian EFL Learners’ English achievements and their willingness to communicate. English Language Teaching. 12 (5), 101-116.
Moghimian, M & Karimi, T. (2012). The Relationship between Personality Traits and Academic Motivation in Nursing Students. Iran Journal of Nursing (IJN). 25(75), 9-20.
Muldrow, K. (2013). A new approach to language instruction– flipping the classroom. The Language Educator, 28-31.
Murray, L., McCallum, C., & Petrosino, C. (2014). Flipping the classroom experience: A comparison of online learning to traditional lecture. Journal of Physical Therapy Education, 28(3), 35–42.
Niemiec, C.P. and Ryan, R.M. (2009). Autonomy, competence, and relatedness in the classroom Applying self-determination theory to educational practice’, Theory and Research in Education, 7(2), 133-144.
Nunan, D. (1999). Second language teaching & learning. Boston, MA Heinle & Heinle.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Vaughan, M. (2014). Flipping the learning: An investigation into the use of the flipped classroom model in an introductory teaching course. Education Research and Perspectives, 41, 25-41.
Oraif, I.M. (2018). An investigation into the impact of the flipped classroom on intrinsic motivation (IM) and learning outcomes on an EFL writing course at a university in Saudi Arabia based on self-determination theory (SDT). Unpublished PhD dissertation. University of Leicester.
Svalberg, A.M. (2009). Engagement with language: Interrogating a construct. Language Awareness, 18(3-4), 242-258.
Yousefzadeh, M., & Salimi, A. (2015). The Effect of Flipped Learning (Revised Learning) on Iranian Students’ Learning Outcomes. Advances in Language and Literary Studies, 6(5), 209-213.
Vaezi, R., Afghari, A., Lotfi, A. (2019). Flipped Teaching: Iranian Students’ and Teachers’ Perceptions. Applied Research on English Language, 8(1), 139-164.