Aghagolzadeh, F., & Davari , H. (2014). Iranian Critical ELT: A Belated but Growing Intellectual Shift in Iranian ELT Community. Journal for Critical Education Policy Studies, 14(1) : 391-410.
Atai, M. R., & Mazlum, F. (2013). English language teaching curriculum in Iran: Planning and practice. The Curriculum Journal, 24(3), 389–411.
Bernaus, M., Wilson, A., & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement.
Porta Linguarum, 12, 25–36. Retrieved from
www.ugr.es/~portalin/.
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks: Sage publications.
Creswell, J. W., & Planko Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand oaks, CA: Sage Publications.
Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative approaches to research (2nd ed.). Upper Saddle River, NJ: Merrill/Pearson Education.
Creswell, J. W., Planko Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Handbook of mixed methods in social and behavioral research. Advanced mixed methods research design. Thousand oaks, CA: Sage Publications.
Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J.L. Bess (ed.) Teaching Well and Liking It: Motivating Faculty to Teach Effectively (pp. 72_89). Baltimore, MD: The Johns Hopkins University Press.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow: Longman.
Do¨rnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
Earl, L., Freeman, S., Lasky, S., Sutherland, S., & Torrance, N. (2002). Policy, Politics, Pedagogy and People: Early Perceptions and Challenges of Large-scale Reform in Ontario Secondary Schools. Toronto: International Centre for Educational Change, Ontario Institute for Studies in Education at the University of Toronto.
Freeman, D. (2001). Second language teacher education. The Cambridge guide to teaching English to speakers of other languages (pp. 72-79). Cambridge: Cambridge University Press.
Freeman, D.L. & Anderson, M. (2011). Techniques and Principles in Language Teaching .Oxford: Oxford University Press.
Hassani, M. (2010).Qualitative evaluation of the implementation guide describing the classroom. Tehran: Abed. Second edition.
Ivankova, N. V., & Creswell, J. W. (2009). Mixed methods. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction (pp. 135–161). Basingstoke: Palgrave Macmillan.
Kheirabadi, R., & AlaviMoghaddam, S. B. (2014). New horizons in teaching English in Iran: A transition from reading- based methods to communicative ones by English for schools’ series, International Journal of Language Learning and Applied Linguistics World, 5 (4), 225-232.
Kheirabadi, R., & AlaviMoghaddam, S. B. (2016). New horizons in teaching English in Iran: A transition from reading-based methods to communicative ones by” English for Schools” series .International Journal of Language Learning and Applied Linguistics World (IJLLALW), 5 (4), 225-232.
Kiziltepe, Z. (2006), Understanding teacher stress in an age of accountability. Sources of teacher demotivation. Information Age Publishing Inc.
Lier, K. (2002).Looking back: looking forward. Teacher Knowledge Project News, 4(1), 1-2.
Pelletier, L.G., Séguin, L., Chantal, L. L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186-196.
Radel, R. Sarrazin, P.,Wild, T.C. Legrain, P. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102(3), 577-587.
Safari, P., & Sahragard,R.,(2015). Iranian EFL teachers‟ challenges with the new ELT program after the reform: From dream to reality. Khasar Journal of Humanities and Social Sciences, 18 (4), 65-78.
Salifu, I., & Agbenyega, J.S. (2013). Viewing Teacher Motivation in the Ghana Education Service through a Postcolonial Lens. Current Issues in Education, 16(3), 10-31. Retrieved fromhttps://cie.asu.edu/ojs/index.php/cieatasu/article/view/1218
Sargent, T., & Hannum, E. (2005). Keeping Teachers Happy: Job Satisfaction among Primary School Teachers in Rural Northwest China. Comparative Education Review, 49(2),173-204.
Sinclair, C. (2008). Initial and Changing Student Teacher Motivation and Commitment to Teaching. Asia-Pacific Journal of Teacher Education, 36 (2), 79-104.
Wharton, S. (2003). Defining appropriate criteria for the assessment of masters level TESOL assignments. Assessment & Evaluation in Higher Education, 28(6), 649-663.
Yaghobinejad, H., Zarrinabadi, N., & Nejadansari, D. (2016). Culture-specificity of teacher demotivation: Iranian junior high school teachers caught in the newly-introduced CLT trap. Teachers and teaching, Theory and Practice, 23(2), 127-140.