Ajaja, O. P., &Eravwoke, O. U. (2010). Effects of cooperative learning strategy on junior secondary school students achievement in integrated Science. Electronic Journal of Science Education, 14(1), 1-18.Retrieved from http://ejse.southwestern.edu
AliSalimi, E., & Karimabadi, M. (2021). The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model. Journal of Teaching Language Skills. JTLS. 39 (3) 143-180. DOI: 10.22099/jtls.2021.38824.2901
Aluko, K. O. (2008). Teaching chemistry in secondary school: A case for cooperative instructional strategy. Ethiopia Journal of Education and Science, 3(2), 32-41
Bachman, L. F. (2005). Statistical Analysis for Language Assessment.(2nd ed.).NY: CUP
Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University: What the Student Does, 4th ed. Maidenhead: The Society for Research into Higher Education. Open University Press.
Bryman, A., & Cramer, D. (2005). Quantitative Data Analysis with SPSS 12 and 13. Routledge: London.
Butler, D. L. (2002). Individualizing instruction in self-regulation learning. Theory Into Practice, 41(2), 81–92. doi:10.1207/s15430421tip4102_4.
Chamot, A. (2004). Issues in language learning strategies research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26.
Chan, V. (2003). Autonomous language learning: the teachers’ perspectives. Teaching in Higher Education, 8(1), 33–54. doi:10.1080/1356251032000052311.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: principles for designing language courses. ELT Journal, 54(2), 109–117.
Dawson, M. & Pooley, J. (2013). Resilience: The role of optimism, perceived parental autonomy support and perceived social support in first year university students. Journal of Education and Training Studies, 1(2): 38-49.
Denscombe, M. (2014). The good research guide: For small-scale social research projects (5th ed.). Maidenhead: Open University Press.
Dillenbourg, P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative-learning: Cognitive and computational approaches (pp. 1-19). Oxford: Elsevier.
Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In E. Spada, & P. Reiman (Eds.), Learning in humans and machine: Towards an interdisciplinary learning science (pp. 189-211). Oxford: Elsevier. Doi: 10.1080/02699930441000238.
Fredrickson, B. L., & Branigan, C. (2005). Positive emotions broaden the scope of attention and thought‐action repertoires. Cognition & Emotion, 19(3), 313-332.
Gao, X. (2010). Autonomous language learning against all odds. System Journal, 38, 4.
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon
Islam, M., Lamb, M., & Chambers, G. (2013). The L2 motivational self system and National Interest: a Pakistani perspective. System, 41, 231–244.
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, 8(1), 95-103.
Khairani, A. Z. & Abdullah, S. M. (2018). Relationship between Adversity Quotient and Academic Well-being among Malaysian Undergraduates. Asian Journal of Scientific Research, 11(1): 51-55. DOI: 10.3923/ajsr.2018.51.55
Khosravani, M., Khoshsima, H., & Mohamadian, A. (2020). On the effect of flipped classroom on learners’ achievement, autonomy, motivation and WTC: Investigating learning and learner variables. Journal of English Language Teaching and Learning, 12(25), 175-189.
Kline, P. (2000). The handbook of psychological testing. London: Routledge.
Knight, C. (2007). A resilience framework: Perspectives for educators. Health Education, 107(6), 543-555
Little, D. (1991). Learner autonomy I: Definitions, issues and problems. Dublin: Authentik.
Liu, M., & Huang, W. (2011). An exploration of language anxiety and English learning motivation. Education Research International, 2011, 1–8. doi: 10.1155/2011/493167
Meyer, K.R. (2009). Student classroom engagement: Rethinking participation grades and student silence. PhD Thesis, Ohio University, USA.
Mitchell, C. (2017). Language education pressures in Japanese high schools. JALT Shiken, 21(1), 1–11.
Nguyen, L., & Gu, Y. (2013). Strategy-based instruction: a learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30.
Oxford, R. (1999). Relationship between second language learning strategies and language proficiency in the context of learner autonomy and self-regulation. Revista Canaria de Estudios Ingleses, 30, 109–126.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: a structural equation modeling approach. Elsevier, 38, 467–479.
Peirce, B. (1996). Interpreting data: The role of theory. TESOL Quarterly, 30, 337-340.
Pritchard, A. &Woollard, J. (2010). Psychology for the Classroom: Constructivism and Social Learning. London and New York: Routledge.
Race, P. (2005). Making Learning Happen: A Guide for Post-Compulsory Education, 1st ed. Thousand Oaks, CA/London: SAGE.
Roseth, C.J., Johnson, D.W. and Johnson, R.T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin 134(2) 223–46.
Rutter, M. (1987). Psychosocial Resilience and Protective Mechanisms. American Journal of Orthopsychiatry, 57, 316-331.
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, 23, 7–25.
Slavin, R.E. (1996). Research for the future. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology 21: 46–69.
Spratt, M. (2005). Washback and the classroom: The implications for teaching and learning of studies of washback from exams. Language Teaching Research, 9(1), 5–29. doi:10.1191/1362168805lr152oa.
Springer, L., Donovan, S.S. and Stanne, M.E. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research 69(1) 21–51.
Stoltz, P.G. (2000). Adversity quotient at work; make everyday challenges the key to your success - Putting the principles of AQ into action. New York: Morrow
Stoltz,.P. G. ( 1997). Adversity quotient, turning obstacles into opportunities. New York: Wiley
Toohey, K. & B. Norton (2003). Learner autonomy as agency in sociocultural settings. In Palfreyman & Smith (eds.), 58–72.
Tsai, Y. R. (2019). Promotion of learner autonomy within the framework of a flipped EFL instructional model: Perception and perspectives. Computer Assisted Language Learning, 1(1), 1-32. https://doi.org/10.1080/09588221.2019.1650779
Tudge, J. R. H. (1992). Processes and consequence of peer collaboration: A Vygotskian analysis. Child Development, 63, 1364-1379
Wang, N., Chen, J., & Zhang, J. (2021) Developing and integrating constructive CALL courseware for EAP in Chinese universities: a report on a case study. Computer Assisted Language Learning, (Online Published 25-March-2021) DOI:10.1080/09588221.2021.1895226
Watson, D.M. (2010). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies 6(4), 251-266
Wenden, A. (1995). Learner training in context: a knowledge-based approach. System, 23(2), 183–194.
White, C. (1995). Autonomy and strategy use in distance foreign language learning: research findings. System, 23(2), 207–221.