American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington, DC: American Psychological Association.
Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to rsearch in eucation (10th ed.). Boston: Cengage Learning.
Ashton-Hay, S. (2006). Constructivism and powerful learning environments: Create your own! Paper presented at the the 9th International English Language Teaching Convention: The Fusion of Theory and Practice, Middle Eastern Technical University, Ankara, Turkey. http://eprints.qut.edu.au/17285/1/17285.pdf
Bell, D. M. (2003). Method and Postmethod: Are They Really So Incompatible? TESOL Quarterly, 37(2), 325-336. doi:10.2307/3588507
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Boston, MA: Pearson Education, Inc.
Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.
Blessinger, P. (2015). Educational research methodology framework. Retrieved from Patrick Blessinger website: http://www.patrickblessinger.com/ermf/
Borg, S. (2008). Teacher cognition and language education: Research and practice. London: Continuum.
Breen, L., & Darlaston-Jones, D. (2010). Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia. Australian Psychologist, 45(1), 67-76. doi:10.1080/00050060903127481
Creswell, J. W. (2010). Educational research (4th ed.). Boston: Pearson.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE Publication.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the education process. Michigan: The University of Michigan.
Ellis, R. (2010). A principled approach to incorporating second language acquisition research into a teacher education programme. Reflections in Language Teaching, 9(1), 11-23.
Fahim, M., & Zaker, A. (2014). EFL learners' creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3).
Farhady, H. (2009). Research methods in applied linguistics 1 & 2. Tehran: PNU University Press.
Farrell, T. S. C. (2012). Reflective practice as professional development. In C. Coombe, L. England, & J. Schmidt (Eds.), Reigniting, retooling and retiring in English language teaching (pp. 23-32). East Lancing: University of Michigan Press.
Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. A perspective from north American educational research on teacher education in English language teaching. Language Teaching, 35(01). doi:10.1017/s0261444801001720
Hadi, M. A., & Closs, S. J. (2016). Applications of mixed-methods methodology in clinical pharmacy research. International Journal of Clinical Pharmacy, 38(3), 635-640. doi:10.1007/s11096-015-0231-z
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi:10.1016/s0742-051x(01)00051-8
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.): Routledge.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Routledge.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress:The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3). doi:10.1177/2158244014547178
Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers' critical thinking and teaching autonomy on their teaching success and learners' use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. doi:10.17507/jltr.0801.15
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Springer, K. (2010). Educational research: A contextual approach. NJ: Wiley.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice Gastroenterology & Hepatology, 6(2), 82-91.
Zaker, A. (2016). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners' social intelligence. Humanising Language Teaching 18(6). Retrieved from www.hltmag.co.uk/dec16/index.htm
Zaker, A., Nosratinia, M., Birjandi, P., & Yazdanimoghaddam, M. (2019). Development and validation of a quantitative research literacy questionnaire. Manuscript submitted for publication.