Abdullah, M. H. (1998). Problem-based learning in language instruction: A constructivist model. Eric Digest. Retrieved from http://www.ericfacility.net/databases/ERIC_Digests/ed423550.html.
Ader, E., & Erktin, E. (2010). Coping as self-regulation of anxiety: A model for math achievement in high-stakes tests. Cognition, Brain, Behavior, 14, 311-332.
Alderson, J. C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Al-Issa, A. (2006). Schema theory and L2 reading comprehension: Implication for teaching. Journal of College Teaching & Learning, 3(7), 41-48.
Alptekin, C. (2006). Cultural familiarity in inferential and literal comprehension in L2 reading. System, 34(4), 494-508.
Al-Shboul, M. M., Sheikh Ahmad, I., Sahari Nordin, M., & Abdul Rahman, Z. (2013). Foreign language reading anxiety in a Jordanian EFL context: A qualitative study. English Language Teaching, 6(6), 38-56.
Ashraf, H., Motallebzadeh, K., & Kafi, Z. (2013). On the relation between English textbooks and Iranian EFL learners' acculturation. Theory and Practice in Language Studies, 3(9), 1658-1666.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1988). Organizational applications of social cognitive theory. Australian Journal of Management, 13(2), 275-302.
Bandura, A. (1997). Self-efficacy: The exercise of comparison. New York, NY: Freeman.
Blank, W. (1997). Authentic instruction. In Blank, W. E. & Harwell, S. (Eds.), Promising practices for connecting high school to the real world. Tampa, FL: University of South Florida.
Boaler, J. (1997). Experiencing school mathematics: Teaching styles, sex, and settings. Buckingham, UK: Open University Press.
Brantmeier, C. (2004). Building a comprehensive theory of adult foreign language reading: A variety of variables and research methods. The Southern Journal of Linguistics, 27, 1-7.
Brock, M. N. (1990). The case for localized literature in the ESL classroom. English Teaching Forum, 28(3), 22-25.
Brooks, N. (1986). Culture in the classroom. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural gap in language teaching (pp. 123-128). Cambridge: Cambridge University Press.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison Wesley Longman, Inc.
Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson Education.
Carrell, P. L. (1988). Some causes of text-boundedness and schema interference in ESL reading. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 101-113). New York, NY: Cambridge University Press.
Chastain. K. (1988). Developing second language skills: Theory and practice. Orlando, Florida: Harcourt Brace Janovich Publishers.
Choudhury, R. U. (2014). The role of culture in teaching and learning of English as a foreign language. Express, an International Journal of Multi Disciplinary Research, 1(4), 1-20.
Christiansen, M. S., & Silva, D. (2016). Teaching culture in EFL classrooms in Mexico: Current practices and pedagogical recommendations. MEXTESOL Journal, 40(2), 1-13.
Chu, S. K. W., Tse, S. K., Loh, E. K. Y., & Chow, K. (2011). Collaborative inquiry project-based learning: Effects on reading ability and interests. Library & Information Science Research, 33(3), 236-243.
Cortazzi, M. & Jin, L. (1999). Cultural mirrors: Materials and methods in the EFL classroom. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 149-176). Cambridge: Cambridge University press.
Davoudi, M., & Ramezani, H. (2014). The effects of cultural familiarity on reading comprehension of Iranian EFL learners. International Journal on Studies in English Language and Literature, 2(8), 58-71.
Demir, Y. (2012). The effect of background knowledge and cultural nativization on reading comprehension and vocabulary inference. Journal of Educational and Instructional Studies in the World, 2(4), 188-198.
Donnelly, R., & Fitzmaurice, M. (2005). Collaborative project-based learning and problem-based learning in higher education: A consideration of tutor and student roles in learner-focused strategies. Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE, pp. 87-98.
English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem- and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 128-150.
Erten, I. H., & Razi, S. (2009). The effects of cultural familiarity on reading comprehension. Reading in a Foreign Language, 21(1), 60-77.
Flesch, R. F. (1984). A New Readability Yardstick. Journal of Applied Psychology,32, 221-223.
Foshay, J. D. (1999). Project-based multimedia instruction. Bloomington, IN: Phi Delta Kappan International.
Ghonsooly, B. & Elahi, M. (2011). Learners’ self-efficacy in reading and its relation to foreign language reading anxiety and reading achievement. Journal of English Language Teaching and Learning, 217, 45-67.
Gulbinskienė, D., & Lasauskienė, R. (2014). Intercultural communicative competence (ICC) of EFL students at university level. Žmogus ir žodis / Svetimosios kalbos, 16(3), 150-159.
Hasselgreen, A. (2003). Towards the assessment of intercultural competence. In A. Hasselgreen (Ed.), Bergen 'Can do' project. (Graz: C Council of Europe Publishing), 45-55.
Jalilifar, A. R., & Assi, R. (2008). The role of cultural nativization in comprehension of short stories in EFL reading contexts. The International Journal of Language, Society and Culture, 26, 62-79.
Jalongo, M. R., & Hirsh, R. A. (2010). Understanding Reading Anxiety: New Insights from Neuroscience. Early Childhood Education Journal, 37, 431-435.
Kavlu, A. (2015). The effect of project-based learning on undergraduate EFL students' reading comprehension ability. Journal of Education in Black Sea Region, 1(1), 39-44.
Ketchum, E. M. (2006). The cultural baggage of second language reading: An approach to understanding. Foreign Language Annals, 39, 24-42.
Kramsch, C. (1998). Language and culture: Oxford introductions to language studies. Oxford: Oxford University Press.
Lier, L. V. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46-65.
Lindsay, C., & Knight, P. (2006). Learning and teaching English: A course for teachers. Oxford: Oxford University Press.
Liu, Y. C. (2015). The perception of cultural familiarity and background knowledge on reading comprehension for intermediate EFL students. International Journal of Language and Literature, 3(1), 71-75.
Mangubhai, F. (1990). Towards a taxonomy of strategies used by ESL readers of varying proficiencies while doing cloze exercises. Australian Journal of Reading, 13(2), 128-139.
Martinez, C. T., Kock, N., & Cass, J. (2011). Pain and pleasure in short essay writing: factors predicting university students’ writing anxiety and writing self-efficacy. Journal of Adolescent & Adult Literacy, 54
(5), 351-360. http://dx.doi.org/10.1598/JAAL.54.5.5
Meyer, D. K. (1997). Challenge in a mathematics classroom: Students’ motivation and strategies in project-based learning. The Elementary School Journal, 97(5), 501-521.
Miller, D. (2002). Reading with meaning. Portland, ME: Stenhouse Publishers.
Mills, N., Pajares, F., & Herron, C. (2006). A reevaluation of the role of anxiety: Self-efficacy, anxiety, and their relation to reading and listening proficiency. Foreign Language Annals, 39, 273-292.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14(2), 91-110.
Naseri, F. & Ghabanchi, Z. (2014). The relationship between self-efficacy beliefs, locus of comparison and reading comprehension ability of Iranian EFL advance learners. International Journal of Language Learning and Applied Linguistics World, 5(1), 156-174.
Othman, N., & Ahmad Shah, M. I. (2013). Problem-based learning in the English language classroom. English Language Teaching, 6(3), 125-134.
Paige, R. M., Jorstad, H., Siaya, L., Klein, F., & Colby, J. (1999). Culture learning in language education: A review of the literature. Retrieved fromhttp://www.carla.umn.edu/culture/resources/litreview.pdf.
Pajares, F. (2006). Self-efficacy during childhood and adolescence: Implications for teachers and partners. In F. Pajares & T. Urden (Eds.), Self-efficacious beliefs of adolescents. 339-367. Greenwich, CT: Information Age.
Paris, S. C., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36, 89-101.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor. MI: National Center for Researchto Improve Postsecondary Teaching and Learning.
Prat-Sala, M., & Redford, P. (2012). Writing essays: Does self-efficacy matter? The relationship between self-efficacy in reading and in writing and undergraduate students’ performance in essay writing. Educational Psychology, 32
(1), 9-20. http://dx.doi.org/10.1080/01443410.2011.621411
Rashidi, N., & Soureshjani, K. H. (2011).The effect of teaching culturally-based texts on the Persian English as a foreign language (EFL) learners' motivation and reading performance. Journal of Languages and Culture, 2(8), 141-147.
Saito, Y., Garza, T. J., & Horwitz, E. K. (1999). Foreign language reading anxiety. Modern Language Journal, 83(2), 202-218.
Saluveer, E. (2004). Teaching culture in English classes. Unpublished master's thesis, University of Tartu, Estonia. Retrieved from http://www.dspace.Utlib.ee/dspace/bitstream/10062/922/5/Saluveer.pdf.
Schaffer, S., Chen, X., Zhu, X., & Oakes, C. (2012). Self-efficacy for cross-disciplinary learning in project-based teams. Journal of Engineering Education, 101, 82-94.
Schulz, R. A. (2007). The challenge of assessing cultural understanding in the context of foreign language instruction. Foreign Language Annals, 40(1), 9-26.
Schunk, D.H. (2012). Learning theories: An educational perspective. Boston: Pearson.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading and Writing Quarterly, 3, 7-25.
Seidlhofer, B. (2005). Key concepts in ELT - English as a lingua franca. ELT Journal, 59(4), 339-341.
Sellers, V. D. (2000). Anxiety and reading comprehension in Spanish as a foreign language. Foreign Language Annals, 33(5), 512-521.
Serna Dimas, H. M. (2016). Integrating the intercultural communicative competence (ICC) in a foreign language program: Faculty considerations upon leaving the haven of native speakership. English Language Teaching, 9(4), 1-10.
Soleimani, H., Rahimi, Z., & Sadeghi, H. (2015). Project-based learning and its positive effects on Iranian intermediate EFL learners' reading ability and vocabulary achievement. International Journal of English language and Literature Studies, 4(1), 1-9.
Solheim, O. J. (2011). The impact of reading self-efficacy and task value on reading comprehension scores in different item formats. Reading Psychology, 32, 1-27. Doi: 10.1080/02702710903256601.
Spiro, R. J., Feltovich, P. J., Jacobson, M. J., & Coulson, R. L. (1991). Cognitive flexibility, constructivism and hypertext: Random access instruction for advanced knowledge acquisition in ill-structured domains. Educational Technology, 31, 24-33.
Tavakoli, M., Shirinbakhsh, S., & Rezazadeh, M. (2013). Effect of cultural adaptation on EFL reading comprehension: The role of narrative nativization and foreign language attitude. World Applied Sciences Journal, 21(11), 1587-1596.
Tomalin, B. (2008). Culture the fifth language skill. Retrieved from
Toprak, T. E., & Aksoyalp, Y. (2015). The question of re-presentation in EFL course books: Are learners of English taught about New Zealand? International Journal of Society, Culture & Language, 3(1), 51-104.
Wang, X. (2008). Reflection on the notion of culture teaching. US-China Foreign Languages, 6(1), 49-53.
Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
Wu, H. J. (2011). Anxiety and reading comprehension performance in English as a foreign language. Asian EFL Journal, 13(2), 273-307.
Yousef, H., Karimi, L., & Janfeshan, K. (2014). The relationship between cultural background and reading comprehension. Theory and Practice in Language Studies, 4(4), 707-714. Doi: 10.4304/tpls.4.4.707-714.
Zbornik, J. J., & Wallbrown, F. H. (1991). The development and validation of a scale to measure reading anxiety. Reading Improvement, 2(1), 2-13.
Zhang, H., & Kim, Y. (2014). Foreign language reading anxiety: Chinese learners of Korean. Studies in Linguistics, 32, 21-45.
Zhao, A., Guo, Y., & Dynia, J. (2013). Foreign language reading anxiety: Chinese as a foreign language in the United States. The Modern Language Journal, 97, 764-778.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91. Doi: 10.1006/ceps.1999.1016