UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :HT Communities. Classes. Races
Main Author : Mahmood, Choudhry Shahid
Title :The development of communicative competence model for undergraduate programme students in Pakistani universities
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2021
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
This    study   aimed    at    developing    a    communicative    competence    model    for undergraduate  programmes  students  in  Pakistani  universities.  This  study  has  used  structural equation modelling (SEM) statistical approach to analyse the relationships of  the   predicting  variables  in  model  development.  The  random  cluster  sampling method  was used  to   collect  the  data using  a  survey questionnaire  from a  sample  of 599 respondents. The SEM  two-stage method from the measurement to the structural model was used to develop and test the  model. The proposed model has achieved the fit    indices    (χ²=1.588;    df=1;    χ²/df=1.588;     p    =.208;    CFI=.999;    SRMR=.002; RMSEA=.031,  Pclose=.492).  The  results  of  the   regression  indicated  the  predictors explained 62% of the variance and have significantly  contributed to competence (R²= .38,  F(6,  592)  =  61.03,  p

References

Aaker,  D.A.,  Kumar,  V.,  &  Day,  G.S.  (2001).  Multivariate  analysis:  Theory  and

application (pp. 212-227). Belmont, CA: Wadsworth.

 

Abbas,  N.,  Ashiq,  U.,  &  Abrarulhaq,  M.  (2018).  Gap  between  acquired  and  required 

English  learning  objectives  for  the  primary school students:  Empirical evidence from    

Sargodha    (Pakistan).    Cogent    Social    Sciences,    4,    1457421.    doi: 

10.1080/23311886.2018.1457421

 

Abbas, S. (1998). Sociopolitical dimensions in language: English in context in Pakistan.

Journal of Applied Language Studies, 23, 42.

 

Abbasi, F. K., Ali, A., & Bibi, N. (2018). Analysis of skill gap for business graduates: Managerial 

perspective from banking industry. Education &Training, 60, 354– 367. doi: 10.1108/ET-08-2017-0120

 

Abdollahpour, M., Kadivar, P.,& Abdollahi, M. (2005). Study of relationship between cognitive and 

metacognitive strategies and academic achievement. Psychological Researches, 8(3, 4), 30-44.

 

Abidin, D. M. J. Z., Pour-Mohammadi, M.,&Alzwari, H. (2012). EFL students’ attitudes towards   

learning   English   Language:   The   case   of   Libyiansecondary   school students. Asian Social 

Science, 8, 119-134.

 

Abrahamsson,  N.,&  Hyltenstam,  K.,  (2008).  The  Robustness  of  Aptitude  Effects  In 

Near-Native    Second    Language    Acquisition.    The    Cambridge    University PressSSLA, 30, 

481–509.  . doi:10+10170S027226310808073X

 

Abrams,  M.  D.,  Ómarsdóttir,  A.  O.,  Björnsdóttir,  M.  D.,  Einarsdóttir,  S.,  Martin,  C., 

Carr,  A.,  Rector,  C.  (2013).  Measurement  invariance  of  the  Career  Indecision Profile:  

United  States  &Iceland.  Journal  of  Career  Assessment,  21,  469-482. 

doi:10.1177/1069072712475181

 

Abu Shmais, W. (2003). Language learning strategy use in Palestine. TESL-EJ,7(2), 20 – 33.

 

Academic Motivation Scale (AMS-Hs 28). High School Version Adapted From AMS - College Version 

Robert J. Vallerand, Luc G. Pelletier, Marc R. Blais, Nathalie M. Brière, Caroline B. Senécal, 

Évelyne F. Vallières, 1992-1993.  Educational & Psychological Measurement, 52 &53, 51-57.

 

Adams, M., & Bruce, B.(1980, January). Background knowledge and reading comprehension (Reading 

Education Report No. 13). Urbana, IL: University of Illinois, Center for the Study of Reading.

 

Agustina, Eliasanti, & Cahyono, Bambang. (2017). Perceptions of Indonesian Teachers

and Students on the Use of Quipper School as an Online Platform for Extended EFL Learning. Journal of Language Teaching and Research. 8.794. doi:

10.17507/jltr.0804.20

 

Ahmad, N., Ahmad, S., Bukhar, M. A., & Bukhari, T. A. (2011). The nature of difficulties in 

learning English by the students at secondary school level in Pakistan. Journal of Education 

&Practice, 2(10), 18-24.

 

 

Ahmad, S.,  &  Rao, C.  (2012)- Pakistan Inconsistencies In English Language Teaching In Pakistan: 

A Comparison between Public and Private Institutions.  European Journal of Business Management. 

Retrieved fromhttps://www.academia.edu/4025942/Inconsistencies_in_English_Language_ 

Teaching_in_Pakistan_A_Comparison_between_Public_and_Private_Institutions

 

Ahmad, S.,  &  Rao, C.  (2013, June). Applying communicative approach in Teaching English as a 

Foreign Language: A case study of Pakistan Institute of International and Comparative Education, 

Northeast Normal University, China Congman Rao Faculty of Education, Northeast Normal University, 

China. Porta  Linguarum 20, pp. 187-203.

 

Ahmad, S., & Malik, S. (2011). Examination scheme at secondary school level in Pakistan: Composite 

vs. split.Canadian Social Science, 7(1), 130–139.

 

Ahsan, N. M., & Anjum, T. (2012). A study of Pakistani teachers’ beliefs and perceptions about 

teaching and learning. Interdisciplinary Journal of Contemporary Research in Business, 4(5), 

128-143.

 

Aiken,   L.   R.   (2002).   Attitudes   and   related   psychological   constructs:   Theories, 

assessment and research. Thousand Oaks, CA: SAGE.

.

Aiken,  L.  S.,  &  West,  S.  G.  (1991).  Multiple  regression:  Testing  and  interpreting 

interactions. Newbury Park, CA: SAGE.

 

Ainley,  M.,  Hidi,  S.,  & Berndorff,  D.  (2002).  Interest,  learning,  and  the  psychological 

processes that mediate their relationship.  Journal of Educational Psychology, 94, 545–561.

 

.Ajzen, I. (2005). Attitudes, personality and behaviour. New York, NY: Communicative University 

Press.

 

Akbar, W., Anwer, I.B.  Asma, A.,& Muhammad, M.(2014). Urdu medium intermediaries issues getting 

Higher Education in English Medium Institutions: Evidence from Pakistan.Journal of Education 

&Practice  5,  23.

 

Akram,&  Ansar.    (2011).The  need  of  Communicative  Approach  (in  ELT)  in  teacher mmes in 

Pakistan.  Language in India, 11(5), 172-178.

 

Akram, M.,& Mahmood, A. (2007). The status and teaching of English in Pakistan.

Language in India, 7.  Retrieved from  http://www.language in india.com/ 

dec2007/englishinpakistan.pdf

 

 

Alam, Q.,& Uddin, A. B. (2013). Improving English oral communication skills of Pakistani public 

school’s students.  International Journal of English Language Teaching, 1(2), 17-36.

 

Alatawi, M.  A. (2013). The relationship between transformational leadership style and 

managerial-caused  turnover  intention:  PIHRA  members  and  their  subordinates (Doctoral  

dissertation).   Available   from     ProQuest   Dissertations   and   Theses database. (UMI 

No.3570991).

 

Al-Hazemi,  H.  (2000).  Lexical  Attrition  of  Some  Arabic  Speakers  of  English  as  a Foreign 

     Language:      A      Study      of      Word      Loss.      Internet      TESL 

Journal.http://iteslj.org/Articles/Al-Hazemi-Attrition/

 

Aliakbari, M.,& Hayatzadeh, A. (2008). Variation of language strategies among Iranian English  

students:  The  effect  of  gender.  International  Journal  of  Pedagogies &Learning, 4(3), 72-87.

 

Alishah,  A.  R.,  & Dolmaci,  M.  (2013). The  interface  between self-efficacy concerning the 

self-assessment on students studying English as a foreign language. Procedia- Social and behavioral 

Sciences,70,873-881.

 

Al-Issa, A. S. M., Al-Bulushi, A. H., & Al-Zadjali, R. M. (2017). A critical discourse analysis of 

the reasons underlying Arab student-teachers’ inadequate English language proficiency. Cogent 

Education, 4. doi:10.1080/233118 6x.2017.1340821

 

Alizadeh, Mitra. (2016). The impact of motivation on English Language learning.International 

Journal of Research in English Education,1(1), 11-15.

 

Alkhayyat, A. (2009). Measuring EFL teachers' knowledge of Communicative Language Teaching approach 

and their practices in the Jordanian public schools. Jordan Journal of Educational Sciences, 5(4), 

399-415.

 

Al-Khwaiter, J. (2001).Communicative language teaching and curriculum innovation in the teaching of 

English as a Foreign Language in Qatar: A study of the classroom and its socio-cultural context. 

(Unpublished PhD thesis, De Mont Fort University, Leicester).

 

Allison, P. (1999). Multiple regression: A primer.Thousand Oaks, CA: Pine Forge Press.

 

Allison, P. D. (1987). Estimation of linear models with incomplete data. In C. C. Clogg (Ed.), 

Sociological methodology (pp. 71-103). San Francisco, CA: Jossey-Bass.

 

Allwright,  D.,&  Bailey,  K.M.  (1991).  Focus  on  the  language  classroom.  Cambridge:

Cambridge University Press.

 

Al-Mohanna, A. (2010). English Language Teaching in Saudi Arabian context: How

communicatively oriented is it? Journal of King Saud University - Languages &Translation, 22, 

69-88.

 

Almubark, A. A. (2016). Exploring the problems faced by the teachers in developing English writing 

skills for the students in Saudi Arabia. InternationalJournal of English Language Teaching, 4(10), 

10-23.

 

Al-Nouh, A. (2008). Are Kuwaiti primary EFL teachers implementing a CLT-based learner-centred 

method in their classrooms? (Unpublished PhD thesis, Newcastle University).

 

Al-Otaibi, G. N. (2004). Language learning strategy use among Saudi EFL students and its 

relationship to language proficiency level, gender and motivation. (PhD thesis, Indiana University 

of Pennsylvania, Indiana, PA).

 

Alqarni, S. M. (2017).  The application of Communicative Language Teaching approach within English 

as Foreign Language context: Saudi Arabia Private Education Case Study(PhD thesis, University, of 

Newcastle, Australia).

 

Asiri, J.,& Shukri, N. (2018). Female teachers’ perspectives of learner autonomy in the Saudi 

context. Theory and Practice in Language Studies, 8(6), 570-579.

 

Alzaidi, Ahmed. (2003). A qualitative study of job satisfaction among secondary school headteachers 

in the city of Jeddah, Saudi Arabia.

 

Anbreen, T. (2014). The Influence of English Second Language Learning on Pakistani University 

Students’ Identity. Procedia - Social and Behavioral Sciences, 192 (2015), 379 – 387.doi: 

10.1016/j.sbspro.2015.06.054.

 

Anderson, L. W. (2015).Language Learner Autonomy: Both Sides of the Coin A study of EFL teachers' 

and students' perceptions of autonomy in Spain. Retrieved from 

http://www.diva-portal.org/smash/record.jsf?pid=diva2:866849

 

Anderson,  E.,&Weitz,  B.  (1989). Determinants of continuity in conventional industrial channel 

dyads. Marketing Science,8(Fall), 310-323.

 

Anderson, E.,&Weitz, B. (1992). The use of pledges to build and sustain commitment in distribution 

channels.Journal of Marketing Research, 24(1), 18-34.

 

Anderson, J. (1993). Is a communicative approach practical for teaching English in China? Pros and 

cons. System, 21,471-480.

 

Anderson,  J.C.,&Gerbing,  D.W.  (1988).  Structural  Equation  Modelling  in  practice:  A review 

and recommended two-step approach.Psychological Bulletin, 103(3), 411- 423.

 

Anderson,   J.,   &  Gerbing,   D.   (1991).   Predicting   the   performance   of   measures   in 

confirmatory   factor   analysis   with   a   pretest   assessment   of   their   substantive

validities. Journal of Applied Psychology, 76(5), 732-740.

 

Anderson, J.C.,&Narus, J.A. (1990). A model of distributor firm and manufacturer firm

working partnerships, Journal of Marketing,  54(1), 42-58.

 

Anderson, N. J. (1991). Individual differences in strategy use in second language reading and   

testing.   Modern   Language   Journal,   75,   460-72.     doi:   10.1111/j.1540- 

4781.1991.tb05384.x

 

Anderson,     O.     (1993).     On     the     internationalization     process     of     firms:  

   A criticalanalysis.Journal ofInternational Business Studies, 24(2), 209-231.

 

Ansarey,  D.  (2012).  Communicative  Language  Teaching  in  EFL  contexts:  Teachers attitude and 

perception in Bangladesh. ASA University Review,6(1), 61-78.

 

Anstey,  Glenda  L.  H. (1990). The  relationship  of  student  self-esteem  and  classroom 

communicative  potential  in  early  French  immersion. (Masters  thesis,  Memorial University of 

Newfoundland).

 

Arbuckle, J. L. (2015). IBM AMOS User Guide  (Version 23.0) [Computer software &manual]. New York, 

NY: IBM SPSS.

 

Arbuckle, J.L. (1999).AMOS 4.0 [Computer Software].  Chicago, IL: Smallwaters:

 

Arnett,  J.  J.  (2008).  The  neglected  95%:  Why  American  psychology needs  to  become less   

American.   The   American   Psychologist,   63,   602-614.   doi:10.1037/0003- 066X.63.7.602

 

Arnold,  J.  (2011).  Attention  to  affect  in  language  learning.  Anglistik.  International 

Journal of English Studies, 22(1), 11-22.

 

Asher, J. J., & Adamski, C. (1982). Learning another language through actions: The complete 

teacher's guidebook. Los Gatos, Calif: Sky Oaks Productions

 

Ashraf, H. (2007). A study of English Language learning as an element affecting the social capital 

of the people of Pakistan. (Doctoral thesis, National University of Modern Languages, Islamabad). 

Retrieved  from http://eprints.hec.gov.pk/2616/1/2423.htm

 

Asmari, A. R. A. A. (2015). Communicative Language Teaching in EFL University Context: Challenges 

for Teachers.Journal of Language Teaching &Research, 6(5),  976-984.doi: 10.17507/jltr.0605.09

 

Astin, A.W. (1993). What matters in college? : Four critical years revisited. The Journal of Higher 

Education, 65, 615-623.

 

Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior Psychological Review, 

64(6), 359-372.

 

Ausubel,  D.,  Novak,  J.,  &  Hanesian,  H.  (1978).  Educational  psychology:  A  cognitive

d.). New York: Holt, Rinehart & Winston.

 

Azrien,  A.,&  Mohamed  Adnan.  (2006).  Motivasi,  pembelajaran  pengaturan  kendiri

danpencapaian  akademik  dalam  Pengajian  Bahasa  Arab  di  kalangan  pelajar universiti di 

Malaysia. (Master ofEducation project paper, Universiti Kebangsaan Malaysia, Bangi).

 

Ba-  Udhan,  H.S.  (2011).  Impact  of students attitudes on their  achievement  in English: Astudy 

in the Yemeni context. Language in India, 11.

 

Babkie, & Provost(2004). Teachers are researchers.Retrieved from 

https://www.researchgate.net/publication/258142500_Teachers_as_Researchers

 

Bachman, L. (1990). Fundamental considerations in language testing. Oxford: Oxford University 

Press.

 

Bachman, L., & Palmer, A. (1981). A multitrait-multimethod investigation into the construct 

validity of six tests of speaking and reading. In A. Palmer (Ed.), The construct validation of 

tests of communicative competence(pp. 149- 165).Alexandria, Virginia: TESOL.

 

Bachman, L.F.,& Palmer, A. (1981). The construct validation of the FSI oral 

interview.LanguageLearning,31, 67–86.

 

Bachman, L.F.,& Palmer, A. (1982). The construct validation of some components of communicative 

proficiency. TESOL Quarterly, 16, 449–65.

 

Bachman, L., & Palmer, A. (1996). Language testing in practice. Oxford: OUP.

 

Bachman,   L.F.   &  Palmer,   A.   (1989).   The   construct   validation  of   self-ratings   of 

communicative language ability. Language Testing, 6, 14–29.

 

Badri, Masood   Alnuaimi,  Ali   Yang,  Guang,Al  Rashidi,  Asma,  & Al  Sumaiti  Rabaa. (2017) A 

Structural Equation Model of Determinants of the Perceived Impact of Teachers’    Professional    

Development:    The    Abu    Dhabi    Application.doi: 10.1177/2158244017702198

 

Bagozzi,  R.  P.,  &  Yi,  Y.  (1988).  On  the  evaluation  of  structural  equation  models.

Journal of the Academy of Marketing Science, 16(1), 74-94.

 

Bagozzi, R. P., & Yi, Y. (1991) Multitrait-multimethod matrices in consumer research.

Journal of consumer research,17,426-439.

 

Bai, J.,&Ng, S. (2005). Tests for skewness, kurtosis, and normality for Time Series Data.

Journal of Business & Economic Statistics, 23(1), 49-60.

 

Bailey,  A.  (2007). The  language  demands  of  school.  Putting  academic  English  to  the test. 

New Haven: Yale University Press.

 

Bailey,  K.M.  (1980).  An  introspective  analysis  of  an  individual’s  language  learning

Experience.  In  C.  R.  Scarcella  &D.  S.  Krashen  (Eds.),  Research  in  Second

Language  Acquisition:  Selected  papers  of  the  Los  Angeles  Second  Language

Acquisition Forum(pp. 58-65). Rowley, MA: Newbury House.

 

Bailey,  K.  M.  (1983).  Competitiveness  and  anxiety in  adult  second  language  learning: 

Looking at and through the diary studies. In H. W. Seliger & M. H. Long (Eds.), Classroom   

oriented   research   in   second   language   acquisition   (pp.   67-102). Rowley, MA: Newbury 

House.

 

Bain, S., McCallum, R. S., Bell, S. M., Cochran, J. L., &Sawyer, S. C. (2010). Learning Aptitudes,  

Attitudes,  Attributions,  and  Achievement  of  PostsecondaryStudents Identified   as   Gifted.   

Journal   of   Advanced   Academia,   22,   130-156.   doi: 10.1177/1932202X1002200106

 

Balan, J.(2011).English global dominance and the other languages   of higher education and 

research. Columbia University. Columbia  Global  Centre.

 

Balç?kanl?, C. (2010). Learner autonomy in language learning: Student teachers beliefs.Australian 

Journal of Teacher Education. 35(1), 89-103.

 

Bandura,  A.  (1977).  Self-efficacy:  Towards  a  unifying  theory  of  behavioral  change.

Psychological review, 84(2), 191.

 

Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.

 

Bandura, A. (1988). Self-regulation of motivation and action through goal systems. In V. Hamilton, 

G. H. Bower & N. H. Frijda (Eds.), Cognitive perspectives on emotion and motivation(pp. 37–61). 

Dordrecht, the Netherlands: Kluwer.

 

Bandura,   A.   (1991).   Social   cognitive   theory   of   self-regulation.   Organizational 

behavior&human decision processes, 50(2), 248-287.

 

Bandura,   A.   (1994). Social   cognitive   theory   and   exercise   of   control   over   HIV 

infection. In  R.  J.  DiClemente  &  J.  L.  Peterson  (Eds.), AIDS  prevention  and mental   

health.   Preventing   AIDS:   Theories   and   methods   of   behavioural interventions (pp. 

25–59). doi: 10.1007/978-1-4899-1193-3_3

 

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

 

Barcelos,  A.  M.  F.  (2000).  Understanding  teachers’  and  students’  language  learning 

beliefs  in  experience:  A  Deweyan  approach  (Unpublished  doctoral  dissertation. The 

University of Alabama).

 

Barclay, A. C. (2012). Measuring teacher immediacy and communication competence on student  

achievement  in calculus:  A sequential explanatory mixed-method design. (Doctoral  dissertation,  

Colorado  State  University).  ProQuest  Dissertations  and Theses.                                 

                Retrieved                                                 from 

http://search.proquest.com/docview/1288382540?accountid=10223.

(1288382540)

 

Barfield, A.,& Brown, S.H. (2007). Reconstructing autonomy in language education:

Inquiry and innovation. Basingstoke: Palgrave Macmillan.

 

Baron,  R.  M.,  & Kenny,  D.  A.  (1986). The  moderator-mediator  variable  distinction  in 

social psychological research: Conceptual, strategic, and statistical considerations. Journal of 

Personality &Social Psychology, 51(6), 1173-1182.

 

Barr, L., Kamil, P. B., Mosenthal, P. B., & P. D. Pearson (Eds.). ( 2000).Handbook of reading 

research (Vol. II, pp. 911–950). White Plains, NY: Longman.

 

Barwell,  R.  (2012).  Discursive  demands  and  equity  in  second  language  mathematics 

classrooms.   In  B.   Herbel-Eisenmann,   J.   Choppin,   D.   Wagner   &  D.   Pimm (Eds.), 

Equity  in discourse  for mathematics education (pp.  147–163). Dordrecht, The Netherlands: 

Springer.

 

Batak, C.,& Andersson, J. (2009).Communicative Language Teaching at two schools in Sweden and 

France: Some English teachers’ thoughts on their teaching. Malmö högskola Lärarutbildningen, 

Kultur-språk-medier.

 

Beatty, R. M. (2000). Rural nurses’ attitudes towards participation in continuing professional 

education. (Unpublished doctoral dissertation, Pennsylvania State University, University Park).

 

Becker, G. S. (1962, October). Investment in Human Capital: A theoretical analysis. The Journal of 

Political Economy 70, 9-49.

 

Beedles,  M.T.F. (2002).The  uncertain role  of  alliances in  the  strategic  armoury  of  the 

dominant  firms  in  the  global  pharmaceutical  industry.  (Unpublished  doctoral thesis, 

Queensland University of Technology, Brisbane).

 

Bekele, Abate.(2014).An Inquiry on University Level Teachers’ Perceptions and Practices of 

Communicative Language Teaching in EFL Classes: The Case of Wollega and Ambo Universities Research 

on Humanities and Social Sciences.www.iiste.org, 4, 25.

 

Bell, J. (1991). Doing your research project (2nd ed.). Milton Keynes, UK: Open University Press.

 

Bennett, S. N., Desforges, C.,&Wilkinson, E. (1984).The quality of pupil learning experience. 

London: Erlbaum.

 

Benson, P. (2011). Language Learner Autonomy: Exploring Teachers’ Perspectives on Theory and 

Practice https://www.academia.edu/2249379/Autonomy_in_language_learning

 

Benson, P. (2013a). Learner autonomy. TESOL Quarterly, 47(4),  839-843.

 

Benson, P., &Gao, X. (2008). Individual variation and language learning strategies. In S. Hurd & T. 

Lewis (Eds.), Language learning strategies in independent settings(pp.

25–40). Clevedon, England: Multilingual Matters.

 

Benson, P.,& Nunan, D. (2005). Learners’ stories: Difference and diversity in language

learning. Cambridge: Cambridge University Press.

 

Benson, P.,&Voller, P. (1997). Autonomy and independence in language learning. New York: Longman.

 

Bentler,  P.  M.  (1983).  Some  contributions  to  efficient  statistics  in  structural  models: 

Specification  and  estimation  of  moment  structures.  Psychometrika,  48(1),  493- 517.

 

Bernard,   H.   R.   (2000).   Social   research   methods:   Qualitative   and   quantitative 

approaches. Thousand Oaks, CA: SAGE.

 

Bernat, E., & Gvozdenko, I. (2005, June). Beliefs about Language Learning: Current Knowledge, 

Pedagogical Implications, and New Research Directions.  TESL-EJ. http://tesl-ej.org/ej33/a1.pdf

 

Betz, Nancy E. (2007). Career Self-Efficacy: Exemplary Recent Research and Emerging Directions      

      First            Published November            1.Retrieved            from 

https://doi.org/10.1177/1069072707305759

 

Bhattacherjee, A.(2012). Social Science Research: Principles, Methods, and Practices. Textbooks 

Collection,

3. https://scholarcommons.usf.edu/oa_textbooks/3

 

Bialystok, E. (1978). A theoretical model of second language learning.Language Learning, 28, 69–83.

 

Bidin,  Samsiah  &  Jusoff,  Kamaruzaman  &  ABDUL  AZIZ,  NURAZILA  &  Salleh, Musdiana & Taniza, 

Tajudin. (2009). Motivation and Attitude in Learning English among  UiTM  Students  in  the  

Northern  Region  of  Malaysia.  English  Language Teaching. 2. 10.5539/elt.v2n2p16.

 

Bigge, M. L., & Shermis, S. S. (2004). Learning theories for teachers. Boston, MA:Pearson.

 

Biggs,  J.  B.  (1985).  The  role  of  meta  learning  in  study  processes.  British  Journal  of 

educational psychology, 55, 185–212.

 

Biggs,    J.    B.    (1987).    Student    approaches   learning    and    studying.    Melbourne: 

AustralianCouncil for Educational Research.

 

Biggs,  J.B.  (2003).  Teaching  for  quality  learning  at  university(2nd  ed.).  Buckingham: 

Open University Press/Society for Research into Higher Education.

 

Biggs, J. B., & Collis, K. F. (1982). Evaluating the quality of learning. New York, NY:

Academic Press.

 

Biggs,  J.  B.,  Kember,  D.,  &  Leung,  D.  Y.  P.  (2001).  The  revised  two-factor  study

process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71,

133–149.

 

Biner,  P.  M.,  &  Kidd,  H.  J.  (1994).  The  interactive  effects  of  monetary  incentive 

justification and  questionnaire  length on mail survey response  rates.  Psychology and Marketing, 

11(5),483-492.

 

Blazar, D.,& Kraft, M. (2017). Teacher and teaching effects on students' attitudes and behaviours. 

Educational Evaluation and Policy Analysis, 39(1), 146-170.

 

Block, D., & Cameron, D. (2002). Globalization and language teaching. London: Routledge.

 

Bloom, B. S. (1956). Taxonomy of educational objectives. The classification of educational goals. 

Handbook I: The cognitive domain. New York, NY: Longman.

 

Bloom,  B.  S.  (Ed.),  Englehard,  M.  D.,  Furst,  E.  J.,  Hill,  W.  H.,  &  Krathwohl,  D.  R. 

(1956).Taxonomy  of  educational  objectives:  The  classification  of  educational goals. 

HandbookI: Cognitive domain. New York, NY: David McKay.

 

Bluman,  A.  G.  (2007).  Elementary  statistics:  A  step  by  step  approach  (6th  ed.).  New 

York, NY: McGraw Hill.

 

Bohner, G., & Wanke, M. (2002). Attitudes and attitude change. New York, NY: Psychology Press.

 

Bollen,  K.  A.  (2011).  Evaluating  effect,  composite,  and  causal  indicators in  Structural 

Equation Models. MIS Quarterly, 35(2), 359-72.

 

Bollen,  Kenneth.  A.  (1989)  Structural  equations  with  latent  variables.  Rowley,  MA: Wiley.

 

Bolton,  K.  (2002).  Chinese  Englishes:  From  Canton  jargon  to  global  English.  World 

Englishes, 21, 181–199.

 

Bong, M., & Clark, R. E. (1999). Comparison between self-concept and self-efficacy in academic 

motivation research. Educational Psychologist, 34(3), 139-153.

 

Bong,  M.,  &  Skaalvik,  E.  M.  (2003).  Academic  self-concept  &  self-efficacy:  How different 

are they really? Educational Psychology Review, 15, 1–40.

 

Borg, W. R.,&Gall, M. D. (1979) Educational research: An introduction (3rd ed.).

London:Longman.

 

Boud, D. (1988). Moving Towards Autonomy. In D. Boud (Ed.), Developing student autonomy in 

learning(pp. 17-39). London: Kogan Page.

Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press.

 

Bourque,  L.  B.,  &  Fielder,  E.  P.  (1995). How  to  conduct  self-administered  and  mail

surveys. Thousand Oaks, CA: SAGE.

 

Branden, N. (1994). The six pillars of self-esteem. New York, NY: Bantam Books. 

 

British Council Report.(2015).  English Language in Pakistan Higher education report

2015.https://www.britishcouncil.pk/sites/default/files/english_language_in_pakist 

an_higher_education_-_2015.pdf

 

Broady,  E.  (1996).  Learner  attitudes  towards  self-direction.  In  E.  Broady  &  M.M. Kenning 

 (Eds.),Promoting  learning  autonomy  in  university  language  teaching (pp. 215-235). London: 

CILT.

 

Brockner, J. (1988). Self-esteem at work:Theory, research, and practice. Lexington, MA: Lexington 

Books.

 

Brookover, W. B., Thomas, S., & Paterson, A. (1964). Self-Concept of Ability & School Achievement. 

Sociology of Education, 37(3), 271278.  doi: 10.2307/2111958

 

Brosio, R. A. (2000). Philosophical scaffolding for the construction of crucial democratic 

education.New York, NY: Peter Lang.

 

Brown,  B.  W.,&  Liedholm,  C.  E.  (2002).  Can  web  courses  replace  the  classroom  in 

principles of microeconomics? American Economic Review, 92(2),1–12.

 

Brown, C. H. (1983). Asymptotic comparison of missing data procedures for estimating factor 

loadings. Psychometrika, 48(2), 269-292.

 

Brown, H. D. (1987).Principles of language learning and teaching(2nd ed.). Englewood Cliffs, NJ: 

Prentice-Hall.

 

Brown,  H.  D.  (2000).  Principles  of  language  learning  and  teaching(4th  ed.).  White 

Plains, NY: Longman.

 

Brown,   H. D. (2006).  Principles of  language learning and teaching (5th ed.). Boston: Pearson.

 

Brown,  H. D. (2007). Principles of language learning and teaching. New York: Pearson Education.

 

Brown,  H.D.  (2007).  Teaching  by  principles:  An  interactive  approach  to  language pedagogy. 

New York: Addison-Wesley.

 

Brown, J. (2009). Self-regulatory strategies and agency in self-instructed language learning: A 

situated view.  Modern Language Journal, 93, 570-583.

doi:10.1111/j.1540-4781.2009.00965.x

 

Brown, S. D., Lent, R. W., & Larkin, K. C. (1989). Self-efficacy as a moderator of

scholastic aptitude-academic performance relationships. Journal of Vocational

Behavior, 35(1), 64-75.doi: 10.1016/0001-8791(89)90048-1

 

Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. Newbury

Park, CA: SAGE.

.

 

Bruen, J. (2001). Strategies for success: Profiling the effective learner of German.

Foreign language annals, 34, 216-225. doi: 10.1111/j.1944-9720.2001.tb02403.x

 

Bruner, J. (1966). Towards a theory of instruction. Cambridge, MA: Harvard University

Press.

 

Bruner, J. (1986). Actual minds, possible worlds. Cambridge, MA: Harvard

UniversityPress.

 

Bruner, J. (1996). The culture of education. Cambridge, MA: Harvard University Press.

 

Bruner, J., & Ratner, N. (1978). Games, social exchange and the acquisition of language.

Journal of Child Language, 5(1), 391-401.

 

Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done?

Qualitative Research, 6, 97-113. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=2009155155&s

ite=ehostlive

 

Bumaby, B., & Sun, Y. (1989). Chinese teachers' views of western language teaching.

TESOL Quarterly, 23, 219-238.

 

Bandura.A. (1982).Self-efficacy mechanism in human agency.American Psychologist,

37, 122-147.

 

Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioural change.

Psychological review, 84(2), 191.

 

Bandura, A. (1986). Social foundations of thought &action. Englewood Cliffs, New

Jersey: Prentice-Hall.

 

Bandura, A. (1988). Self-regulation of motivation &action through goal systems. In

Hamilton, V., Bower, G. H., &Frijda, N. H. (eds.), Cognitive Perspectives on

Emotion &Motivation, Kluwer, Dordrecht, the Netherlands, pp. 37–61.

 

Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational

behavior&human decision processes, 50(2), 248-287.

 

Bandura, A. (1994). Self-efficacy. John Wiley & Sons, Inc.

 

Bandura, A. (1997). Self-efficacy: the exercise of control. New York: W.H. Freeman &

Company

 

Burdenski, T. (2000). Evaluating Univariate, Bivariate, and Multivariate Normality

Using Graphical and Statistical Procedures, Multiple Linear Regression

Viewpoints, 26(2).

 

Bureau of Statistics, Punjab, Lahore. (2017). Retrieved from

http://bos.gop.pk/system/files/pb%202017.pdf

 

Burkert, A.,& Schwienhorst, K. (2008). Focus on the student-teacher: The European

Portfolio for Student Teachers of Languages (EPOSTL) as a tool to develop

teacher autonomy. Innovation in Language Learning &Teaching, 2(3), 238- 252.

 

Burton-Jones, A.,& Hubona, G. S. (2006). The mediation of external variables in the

technology acceptance model. Information & Management, 43,706-717.

 

Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher

education: A longitudinal study of motivational changes and their causes. The

Modern Language Journal, 97(2), 435-456. doi: 10.1111/j.1540-

4781.2013.12004.x

 

Butler, Y. G. (2011). The Implementation of Communicative and Task-Based Language

Teaching in the Asia-Pacific Region. Annual Review of Applied Linguistics, 31,

36–57.

 

Byrne, B. M. (1994). Structural equation modelling with EQS &EQS/Windows.

Thousand Oaks, CA: SAGE.

 

Byrne, B. M. (1998). Structural equation modelling with LISREL, PRELIS, &SIMPLIS:

Basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.

 

Byrne, B. M. (2001). Structural equations modelling with AMOS: Basic concepts,

applications, &programming. Mahwah, NJ: Erlbaum.

 

Byrne, B. M. (2006).Structural Equation Modelling With AMOS: Basic concepts,

applications, and programming. Taylor & Francis Group.

 

Byrne, B. M. (2009). Structural equation modelling with AMOS: Basic concepts,

applications, and programming (Multivariate Applications Series). London:

Psychology Press.

 

Byrnes, H. (2006). Perspectives. The Modern Language Journal, 90, 244-266.

Cain, K.M., & Dweck, C.S. (1995). Relation between motivational patterns and

achievement cognitions through the elementary school years. Merrill Palmer

Quarterly, 41, 25-52.

 

Çakici, D. (2015). Autonomy in language teaching andlearning process. ?nönü

University Journal of the Faculty of Education, 16(1), 31-42.

 

Cameron, D. (1995). Verbal hygiene. New York: Routledge.

 

Campbell, D. T.,&Fiske, D. W. (1959). Convergent and discriminant validation by the

multitrait-multimethod matrix. Psychopragmatismal Bulletin, 56(2), 81.

 

Canale, M. (1983). From Communicative Competence to Communicative Language

Pedagogy. In J.Richards& R. Schmidt (Eds.),Language & communication(pp.2-

27). London: Longman. doi: 10.1093/elt/37.2.111

 

Canale M, Swain M (1983). From Communicative competence to communicative

language pedagogy.In Richards and Schmid (eds.) Language and Communication.

London: Longinat pp. 2-27.

 

Canale, M. (1984). A communicative approach to language proficiency assessment in a

minority setting. In C. Rivera (Ed.), Communicative competence approaches to

language proficiency assessment: Research and application (pp.107-122).

Clevedon, England: Multilingual Matters.

 

Canale, M.,& Swain, M. (1980). Theoretical bases of communicative approaches to

second language teaching and testing. Applied Linguistics, 1, 1–47.

 

Canale, M. & Swain, M. (1981). A Theoretical framework for communicative

competence. In A. Palmer, P. Groot & G. Trosper (Eds.), The construct validation

of tests of communicative competence(pp.31-36). Washington DC: TESOL.

 

Carmines, E. G.,& McIver, J. P. (1981). Analyzing models with unobserved variables:

Analysis of covariance structures. Social measurement: Current issues, 65-115.

 

Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Beverly

Hills, CA: SAGE.

 

Carmines, E. G., & Zeller, R. A. (1991). Reliability and validity assessment. Newbury

park, CA: SAGE.

 

Carrel, P. L., Prince, M. S., & Astica, G. G. (1996). Personality type and language

learning in an EFL context. Language Learning Journal, 46, 75-99.

 

Carrell, P.L, (1988). Interactive approaches to second language reading(5th ed.). New

York: Cambridge University Press.

 

Carson, J. G., &Longhini, A. (2002). Focusing on learning styles and strategies: A diary

study in an immersion setting. Language Learning, 52(2), 401-438.

 

Carson, K. D., Carson, P. P., Lanford, H., & Roe, C. W. (1997). The effects of

organization-based self-esteem on workplace outcomes: An examination of

emergency medical technicians. Pub. Pers. Manage., 26(1), 139-155.

 

CEF. (2001). Common European Framework of Reference for Languages. (2001).

Strasbourg: Council of Europe.

http://www.coe.int/t/dg4/linguistic/CADRE_EN.asp

 

Celce-Murcia, M. (1993). A non-hierarchical relationship between grammar and

communication, Part II: Insights from discourse analysis. In J. E. Alatis (Ed.).

Georgetown University Round Table on Language and Linguistics 1992.

Washington, DC: Georgetown University Press.

 

Celce-Murcia, M. (2001). Teaching English as a Secondor Foreign Language (3rd ed.).

Boston, MA: Heinle &Heinle.

 

Celce-Murcia, M.(2007). Towards more context and discourse in grammar

instruction.TESL-EJ, 11(2).

 

Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language

teaching. In E. A. Soler & M. P. S. Jorda (Eds.),Intercultural language use and

language learning (pp. 41-58).Springer Science+Business Media.

 

Celce-Murcia, M., Dörnyei, Z.,&Thurrell, Sarah. (1993). A Pedagogical Framework for

Communicative Competence: Content Specifications &Guidelines for

Communicative Language Teaching.Deseret Language &Linguistic Society

Symposium, 19(1), Article 3.

 

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). A pedagogical framework for

communicative competence: A pedagogically motivated model with content

specifications. Issues in Applied Linguistics, 6(2), 5–35.

 

Chambers, G. N. (1999). Motivating language learners. Clevedon, England:

Multilingual Matters.

 

Chamot, A. (2005). Language learning strategy teaching: Current issues and research.

Annual Review of Applied Linguistics, 25,112-130.

 

Chamot, A. U. (2007). Accelerating academic achievement of English language learners:

A synthesis of five evaluations of the CALL a model. In J. Cummins & C.

Davison (Eds.),The international handbook of English language learning, part

I(pp.317-331). Norwell, MA: Springer.

 

Chamot, A.U. (2004). Issues in Language Learning Strategy Research & Teaching.

Electronic Journal of Foreign Language Teaching, 1(1), 14-26.

 

Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA):

An update. In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for

English language learners: Strategies for K-12 mainstream teachers(pp. 87-101).

White Plains, NY: Longman.

 

Chamot, A.U.,& EI-Dniary, P.B. (1999). Children's learning strategies in immersion

classrooms. The Modern Language Journal, 83(3), 319-341.

 

Chamot, A. U., & Küpper, K. (1989). Learning strategies in foreign language instruction.

Foreign Language Annals,22, 13-24.

 

Celce-Murcia, M. (1993). A non-hierarchical relationship between grammar and

communication, Part II: Insights from discourse analysis. In J. E. Alatis (Ed.).

Georgetown University Round Table on Language and Linguistics 1992.

Washington, DC: Georgetown University Press.

 

Celce-Murcia, M. (2001). Teaching English as a Secondor Foreign Language (3rd ed.).

Boston, MA: Heinle &Heinle.

 

Celce-Murcia, M.(2007). Towards more context and discourse in grammar

instruction.TESL-EJ, 11(2).

 

Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language

teaching. In E. A. Soler & M. P. S. Jorda (Eds.),Intercultural language use and

language learning (pp. 41-58).Springer Science+Business Media.

 

Celce-Murcia, M., Dörnyei, Z.,&Thurrell, Sarah. (1993). A Pedagogical Framework for

Communicative Competence: Content Specifications &Guidelines for

Communicative Language Teaching.Deseret Language &Linguistic Society

Symposium, 19(1), Article 3.

 

Celce-Murcia, M., Dörnyei, Z., & Thurrell, S. (1995). A pedagogical framework for

communicative competence: A pedagogically motivated model with content

specifications. Issues in Applied Linguistics, 6(2), 5–35.

 

Chambers, G. N. (1999). Motivating language learners. Clevedon, England:

Multilingual Matters.

 

Chamot, A. (2005). Language learning strategy teaching: Current issues and research.

Annual Review of Applied Linguistics, 25,112-130.

 

Chamot, A. U. (2007). Accelerating academic achievement of English language learners:

A synthesis of five evaluations of the CALL a model. In J. Cummins & C.

Davison (Eds.),The international handbook of English language learning, part

I(pp.317-331). Norwell, MA: Springer.

 

Chamot, A.U. (2004). Issues in Language Learning Strategy Research & Teaching.

Electronic Journal of Foreign Language Teaching, 1(1), 14-26.

 

Chamot, A.U. (2005). The Cognitive Academic Language Learning Approach (CALLA):

An update. In P.A. Richard-Amato & M.A. Snow (Eds.), Academic success for

English language learners: Strategies for K-12 mainstream teachers(pp. 87-101).

White Plains, NY: Longman.

 

Chamot, A.U.,& EI-Dniary, P.B. (1999). Children's learning strategies in immersion

classrooms. The Modern Language Journal, 83(3), 319-341.

 

Chamot, A. U., & Küpper, K. (1989). Learning strategies in foreign language instruction.

Foreign Language Annals,22, 13-24.

 

Chamot, A.U., & O'Malley, J.M. (1993). Teaching for strategic learning: Theory and

practice. In J.E. Alatis (Ed.), Georgetown University Round Table on Languages

and Linguistics 1993 (pp. 36-51). Washington, DC: Georgetown University Press.

 

Chan, S. H., &Tan, H. (2006). English for Mathematics and Science: Current

MalaysianLanguage-in-education policies and practices.Language & Education,

20(4), 306-322.

 

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching

in Higher Education, 6(4),505-519.

 

Chang, (2011). EFL Teachers’ attitudes towards Communicative Language Teaching in

Taiwanese College. Asian EFL Journal Professional Teaching Articles, 53.

 

Chang, C., & Shen, M. (2010). The effects of beliefs about language learning and

learning strategy use of junior high school EFL learners in remote districts.

Research in Higher Education Journal, 8, 1-8. Retrieved from http://www.

aabri.com/manuscripts/10462.pdf

 

Chang, T.Z., Mehta, R., Chen, S.J., Polsa, P., &Mazur, J. (1999). The Effects of Market

Orientation on Effectiveness & Efficiency: The Case of Automotive Distribution

Channels in Finland and Poland', The Journal of Services Marketing,13(4/5), 407-

418.

 

Channa, A. (2017). English in Pakistani public education. Language Problems &

Language Planning, 41(1), 1-25.

 

Chau, P. Y. K., & Hu, P. J. H. (2001). Information technology acceptance by individual

professionals: A model comparison approach. Decision Science, 32(4), 609-719.

 

Chen, S. A. (2010). Using mixed methods to explore L2 motivation: A study of senior

high school English learners in Taiwan. (Unpublished doctoral dissertation,

Warwick University, Coventry).

 

Chen, S., & Tsai, Y. (2012). Research on English teaching and learning: Taiwan (2004-

2009). Language Teaching, 45(2), 180-201.doi: 10.1017/S0261444811000577

 

Chern, C. L. (2002). English Language Teaching in Taiwan Today. Asia-Pacific Journal

of Education, 22(2), 97-105. doi: 10.1080/0218879020220209

 

Cheung, G. W., & Lau, R. S. (2008). Testing mediation and suppression effects of latent

variables: Bootstrapping with structural equation models. Organizational Research Methods, 11(2), 296-325.

 

Cheung, G. W., & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing

measurement invariance. Structural Equation Modelling, 9, 233-255.

doi:10.1207/S15328007SEM0902_5

 

Chiangmai, S. N. (2016).Autonomy in Thai universities: English teachers’ beliefs and

practices. Retrieved from

https://unsworks.unsw.edu.au/fapi/datastream/unsworks:41060/SOURCE02?view

=true

 

Child, D. (2006). The essentials of factor analysis (3rd ed.). New York, NY: Continuum.

 

Ching, L.C. (2002). Strategy and self-regulation instructions contributors to improving

students’ cognitive model in an ESL programme. English for Specific Purposes,

13, 261-289.

 

Choi, K. (2002). Latent variable regression in a three-level hierarchical modelling

framework: A fully Bayesian approach (Doctoral Dissertation, University of

California, Los Angeles).

 

Choi, S. (1999). Teaching English as a foreign language in Korean middle schools:

Exploration of communicative language teaching through teachers’ beliefs and

self-reported classroom teaching practices. Retrieved fromwww.web7.epnet.com/

 

Choi, S. (2010). Exploring the intention to adopt mobile TV Service in the United States:

Towards a new model with cognitive-based and emotional-based constructs.

(Unpublished PhD thesis. School of Journalism &Mass Communications,

University of South Carolina).

 

Choi, T. Y., & Eboch, K. (1998). The TQM paradox: Relations among TQM

practices,plant performance, and customer satisfaction. Journal of operations

management, 17(1), 59-75.

 

Chomsky N. (1975). Reflections on language. New York, NY: Pantheon Books.

 

Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: The MIT Press.

 

Chong, A. Y. L. (2008). An empirical examination of collaborative commerce adoption

for supply chain management among Malaysian electrical and electronic

organizations. (Unpublished PhD thesis. Multimedia University, Malaysia).

 

Chong, A. Y. L., Darmawan, N., Ooi, K. B., & Lin, B. (2010). Adoption of 3G services

among Malaysian consumers: An empirical analysis. International Journal of

Mobile Communications, 8(2), 129-149.

 

Chong, C. W., Chong, S. C., & Yeow, P. H. P. (2006). KM implementation in the

Malaysian telecommunication industry. Industrial Management & Data

Systems,106(8), 1112-1132.

 

Chowdhury, M. K. (2012) Communicative Language Teaching Approach at higher

secondary level in Bangladesh:Teachers‘ perceptions and classroom practice.

Language in India: Strength for Today & Bright Hope for Tomorrow, 12(2).

 

Chuan, T. K., & Soon, L. C. (2000). A detailed trend analysis of national quality awards

worldwide. Total Quality Management, 11(8), 1065-1080.

 

Churchill, G. A., Jr. (1979). A paradigm for developing better measures of marketing

construct. Journal of Marketing Research, 16(1), 64-73.

Churchill, G. A. (1991).Marketing research: Methodological foundation(5th ed.).New

York, NY: Dryden Press.

 

Churchill, A., Jr.,& Peter, J. (1984). Research design effects on the reliability of rating

scales: A meta-analysis. Journal of Marketing Research, 21(4), 360-375.

 

Claxton, C. S., & Murrell, Patricia H. (1987). Learning styles: Implications for improving

educational practices. ASHE-ERIC Higher Education Report No. 4.

 

Clément, R. (1980). Ethnicity, contact, and communicative competence in a second

language. In H. Giles, P. Robinson, & P. M. Smith (Eds.), Language: Social

psychological perspectives (pp. 147-154). Oxford: Pergamon.

 

Clément, R., Dörnyei, Z.,& Noels, K.A. (1994). Motivation, Self-confidence, and Group

Cohesion in the Foreign Language Classroom. Language Learning Journal, 44(3),

417-448.

 

Clément, R., & Kruidenier, B. G. (1983). Orientations in second language acquisition: I.

The effects of ethnicity, milieu, and target language on their emergence. Language

Learning, 33, 273- 291.

 

Cochran, J. L., McCallum, R.S., &Bell, S. M. (2010). Three A’s: How do attributions,

attitudes, and aptitude contribute to foreign language learning? Foreign Language

Annals, 43(4), 566–582.

 

Coetzee-Van Rooy, S. (2006). Integrativeness: Untenable for world Englishes learners.

World Englishes, 25, 3/4,437-450. doi: 10.1111/j.1467-971X.2006.00479.x

 

Cohen, A.D. (1998).Strategies in learning and using a second language. Essex, England:

Longman.

 

Cohen, A. D. (2011). Strategies in learning and using a second language. London,

England: Longman.

 

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of

research and practice. Oxford: Oxford University Press.

 

Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.).

Hillsdale, NJ: Erlbaum.

 

Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Hillsdale,

NJ: Erlbaum.

 

Cook, V.J. (1983). Some assumptions in the design of courses. University of Trier

Papers, Series B, no 94.

http://homepage.ntlworld.com/vivian.c/Writings/Papers/AssumptionsCourses.htm

 

Cook, V.J. (2002). Language teaching methodology and the L2 user perspective. In V.J.

 

Cook (Ed.), Portraits of the L2 user (pp. 1-28). Clevedon, England: Multilingual

Matters.

 

Cooker, L. (2012, March 20). Assessment as autonomous learning. Assessment for

learner autonomy symposium, IATEFL 46th Annual Conference &Exhibition.

Glasgow SECC, U.K.

 

Cooper, D.R.,&Schindler, P.S. (2001).Business research methods.London, England:

McGraw-Hill Higher Education.

 

Cooper, R. L., & Fishman, J. A. (1977). A study of language attitudes. In J. A. Fishman,

R. L. Cooper, & A. W. Conrad (Eds.), The spread of English (pp.239-276).

Rowley, MA: Newbury House.

 

Corbiere, M., Fraccaroli, F., Mbekou, V., & Perron, J. (2006). Academic self-concept

and academic interest measurement: A multi-sample Europe study. European

Journal of Psychology of Education, 21, 3–15.

 

Coskun, A. (2011). Investigation of the Application of Communicative Language

Teaching in the English Language Classroom: A Case Study on Teachers’

Attitudes in Turkey. Journal of Linguistics & Language Teaching, 2(1).

Retrieved from http://eric.ed.gov/?id=ED513910

 

Cotterall, S. (1995a). Developing a course strategy for learner autonomy. ELT Journal,

49(3), 219-227.

 

Cotterall, S., & Reinders, H. (2001). Fortress or bridge? Learners’ perceptions and

practice in self-access language learning. TESOLANZ, 8, 23-38.

 

Crabbe, D. (1993). Fostering autonomy within the classroom: The teachers’

responsibility. A system, 21(4), 443-52.

 

Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual Review of

Psychology, 57, 345 – 374.

 

Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different

experiences of learning mathematics at university. Learning & Instruction, 8,

455–568.

 

Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research (Vol. 2). Upper Saddle River, NJ: Pearson

education.

 

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five

approaches (2nd ed.). Thousand Oaks, CA: SAGE.

 

Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods

approach. Los Angeles, CA: SAGE.

 

Creswell, J. (2012). Educational research: Planning, conducting, evaluating quantitative

and qualitative research. Boston, MA: Pearson.

 

Crookes, G., & Schmidt R.W. (1991). Motivation: Reopening the research agenda.

Language Learning, 41(4), 469-512.

 

Cross, K. P. (1981). Adults as learners: Increasing participation and facilitating

learning. San Francisco: Jossey-Bass.

 

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge

University Press.

 

Crystal, D. (2011).The Cambridge encyclopaedia of language (3rd ed.). Cambridge:

Cambridge University Press.

 

Csizer, K., & Dornyei, Z. (2005). The internal structure of language learning motivation

and its relationship with language choice and learning effort. The Modern

Language Journal, 89(1), 19-33.

 

Csizér, K., &Kormos, J., (2008). Age-related differences in the motivation of learning

English as a foreign language: Attitudes, selves and motivated learning behaviour.

Language Learning, 58, 327-355.

 

Csizér, K., & Magid, M. (Eds.). (2014). The impact of self-concept on language learning

(Vol. 79). New York: Multilingual Matters.

 

Cui, Y. P. (2011). On the sustainable development of students’ learning autonomy from

the perspective of multiple-learning theories, (Unpublished PhD thesis,Shanghai

International Studies University,China).

 

Dam, L. (1995). Learner Autonomy 3: From theory to classroom practice. Dublin,

Ireland: Authentik.

 

Dang, T. T. (2010). Learner autonomy in EFL studies in Vietnam: A discussion from a

socio-cultural perspective. English Language Teaching, 3(2), 3-9.

 

Dar, M. F., & Khan, I. (2015). Writing anxiety among public and private sectors

Pakistani undergraduate university students. Pakistan Journal of Gender Studies,

10(1), 157-172.

 

Davies, A.,&Elder, C. (2006). The handbook of Applied Linguistics. Malden, MA:

Blackwell.

 

Davis, D. (2000).Business research for decision making(5th ed.). Belmont, CA: Duxbury

Press.

 

Dawson, K. P. (1992). Attitude and assessment in nursing education. Journal of

Advanced Nursing, 17, 473–479.

 

Day, C. (1999). Developing teachers: The challenge of lifelong learning. London: Falmer

Press.

 

De Jong, G. (1999). Causal loops in long-term supply relationships: Theory and

evidence from the United States, Japan, & Europe. (Unpublished PhD

thesis.System, Organisation and Management Research Institute, University of

Groningen, The Netherlands).

 

Dean, J. W., & Bowen, D. E. (1994). Management theory and total quality: Improving

research and practise through theory development. Academy of management

review, 19(3), 392-418.

 

Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments

examining the effects of extrinsic rewards on intrinsic motivation. Child

Development, 72, 1135-1150.

 

Deci, E. L,& Ryan, M. R. (1985). Intrinsic motivation and self-determination in human

behaviour. NY: Plenum Press.

 

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and

education: The self-determination perspective. Educational Psychologist, 26, 325-

346.

 

Delerue, H., & Lejeune, A. (2010). Job mobility restriction mechanisms and

appropriability in organizations: The mediating role of secrecy and lead time.

Technovation, 30(5/6), 359-366.

 

Dempster, A. P., Laird, N. M., & Rubin, D. B. (1977). Maximum likelihood from

incomplete data via the EM algorithm. Journal of the Royal Statistical Society,

39(1), 1-38.

 

Dewaele, J.-M. (2009). Perception, attitude and motivation. In V. Cook & Li Wei

(Eds.), Language teaching and learning (pp. 163-192). London: Continuum.

 

Dewaele. J.-M., & MacIntyre, P.D. (2014). Foreign Language Enjoyment and

Foreign Language Classroom Anxiety. The right and left feet of FL learning?

Unpublished manuscript.

 

Dewey, J. (1966). Democracy and education. NY: The Free Press.

 

Diaz-Rico, L., & Weed, K. (2006). The crosscultural, language, and academic

development handbook (3rd ed.). Boston, MA: Pearson.

 

Diaz-Rico, L. T., & Weed, K. Z. (2010). The crosscultural, language, and academic

handbook. Boston, MA: Allyn& Bacon.

 

Dickinson, L. (1995). Autonomy and motivation. A literature review. System, 23(2),

165-174.

 

Diener, E.,& Crandall, R. (1978).Ethics in social and behavioural research. Chicago,

IL: University of Chicago Press.

 

Dillman, D. A. (2000). Mail and internet surveys: The, the tailored design method.

NewYork, NY: Wiley.

 

Dillman, D. A., Smyth, J. D., & Christian, L. M. (2009). Internet, mail, and mixedmode

surveys: The tailored design method (3rd ed.). Hoboken, NJ: Wiley.

 

Ditual, R.C. (2012). The motivation for and attitude towards learning English. Asian

EFL Journal, 63.

 

Dixon, D. (2011). Measuring language learner autonomy in tertiary-level learners of

English. University of Warwick.

 

Dogan, G. (2015).EFL instructors' perception and practices on learner autonomy in

some Turkish universities. Journal of Language &Linguistic Studies, 13(1),

166-193.

 

Domenech, F.,& Gomez, A (2014). The relationship among students' and teachers'

thinking styles, psychological needs and motivation. Learning & Individual

Differences, 29, 89-97.

 

Do? rnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The

Modern Language Journal, 78(3), 273-284.

 

Dörnyei, Z. (1994). Understanding L2 Motivation: On with the Challenge!Modern

Language Journal, 78(4), 515-523.

 

Dörnyei. Z. (1998). Motivation in second and foreign language learning. Language

Teaching &Linguistics Abstracts, 31, 117-135.

 

.Dornyei, Z. (2001). New themes and approaches in second language motivation

research. Annual Review of Applied Linguistics, 21, 43-59.

 

Dörnyei, Z. (2001a). Motivational strategies in the language classroom. Cambridge

Cambridge University Press.

 

Dörnyei, Z. (2001b). Teaching and researching motivation. Essex, England: Pearson

Education Limited.

 

Dornyei, Z. (2003). Attitudes, orientations, and motivations in language learning.

Malden, MA: Blackwell.

 

Dörnyei, Z. (2005). The psychology of the language learner. Mahwah, NJ: Erlbaum.

 

Dörnyei, Z. (2006). Individual differences in second language acquisition. AILA

Review, 19(1), 42-68.

 

Dornyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford

University Press.

 

Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei, & E. Ushioda

(Eds.), Motivation, language identity and the L2 Self (pp. 9-42). Bristol:

Multilingual Matters.

 

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 selfimages,

sensory styles, and imagery capacity across two target languages.

Language Learning, 63(3), 437-462.

 

Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, Language Attitudes and

Globalisation: A Hungarian Perspective. Clevedon, England: Multilingual

Matters.International Education Studies, 6(10), 201399.

 

Dornyei, Z., & Otto, I. (1998) Motivation in action: A process model of L2

motivation. In. Working Papers in Applied Linguistics, 4, 43-69.

 

Dörnyei, Z.,& Skehan, P. (2003). Individual differences in Second Language

Learning. In M. H. Long &C. Doughty (Eds.),The handbook of Second

Language Acquisition (pp. 589-623).Oxford: Blackwell.

 

Dörnyei, Z., & Ushioda, E. (Eds.) (2009). Motivation, language identity and the L2

self . Clevedon, UK: Multilingual Matters.

 

Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.).

Harlow, England: Pearson Education.

 

Doty, D. H., & Glick, W. H. (1998). Common methods bias: Does common methods

variance really bias results? Organizational Research Methods, 1(4), 374–

406. doi: 10.1177/109442819814002

 

Dreyer, C., & Oxford, R. L. (1996). Learning strategies and other predictors of ESL

proficiency among Afrikaans speakers in South Africa. In R. L. Oxford (Ed.),

Language learning strategies around the world: Cross-cultural perspectives

(Technical Report No 13, pp. 61-74). Honolulu, HI: University of Hawai’i

Press.

 

Dreyfus, S., Humphrey, S., Mahboob, A.,& Martin, J. R. (2016). Genre pedagogy in

higher education: The SLATE Project. Basingstoke, England: Palgrave

Macmillan.

 

Du, X. (2009). The affective filter in second language teaching. Asian Social Science,

5(8), 162.

 

Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning

styles. Reston, VA: Reston Publishing.

 

Dunn, S. C., Seaker, R. F., & Waller, M. A. (1994). Latent variables in business

logistics research: Scale development and validation. Journal of business

logistics, 15(2), 145-172.

 

Dunstan, D. W., Zimmet, P. Z., Welborn, T. A., Cameron, A. J., Shaw, J., Courten, M.

D., . . . McCarty, D. J. (2002). The Australian diabetes, obesity and lifestyle

study (AusDiab)—Methods and response rates. Diabetes Research and

Clinical Practice, 57(2), 119-129.

 

Dyer, C. (1995). Beginning research in psychology: A practical guide to research

methods &

statistics. Malden, MA: Blackwell.

 

Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Orlando, FL:

Harcourt Brace Jovanovich.

 

Eagly, A. H., & Chaiken, S. (2005). Attitude research in the 21st century: The current

state of knowledge. In D. Albarracin, B. T. Johnson & M. P. Zanna (Eds.), The

handbook of attitudes (pp. 743-767). Mahwah, NJ: Erlbaum.

 

Eaton, S. E. (2010). Global trends in language learning in the twenty-first century.

Calgary, Canada: Ornate Press.

 

EF English Proficiency Index. (2018). Retrieved fromhttps://www.ef.com/wwen/epi/

Ehrman, M. E., Leaver, B., & Oxford, R. L. (2003). A brief overview of individual

differences in second language learning. System, 31(3), 313-330.

 

Ehrman, M., & Oxford, R. (1989). Effects of sex differences, career choice, and

psychological type on adult language learning strategies. Modern Language

Journal, 73, 1-13. doi:10.2307/32726

 

Ehrman, M.E. (1996). Understanding second language difficulties. Thousand Oaks,

CA: SAGE.

 

Ehrman, M.E., &Oxford, R.L. (1995). Adult language learning strategies in an

intensive foreign language program in the United States. System, 23(3), 359-

386.

 

El-Dib, M. A. B. (2004). Language learning strategies in Kuwait: Links to gender,

language level, and culture in a hybrid context. Foreign Language Annals, 37,

85-95.

 

Elkind, D. (1971). Cognitive growth cycles in psychological development. In J. K.

Cole (Ed.), Nebraska symposium on motivation, 19,1–31. Lincoln, NE:

University of Nebraska Press.

 

Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit

language knowledge. Studies in Second Language Acquisition, 27(2), 305-352.

 

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford

University Press.

 

Ellis, R. (1986). Understanding Second Language Acquisition. Oxford: Oxford

University Press.

 

Ellis, R. (1990). Instructed Second Language Acquisition. Oxford: Oxford University

Press.

 

Ellis, R. (1991). The interaction hypothesis: A critical evaluation. Singapore:

Regional Language Seminar.

 

Ellis, R. (1993). Talking shop. Second Language Acquisition research: How does it

help teachers?‘ An interview with Rod Ellis. ELT Journal, 47, 3-11.

 

Ellis, R. (1994). The Study of Second Language Acquisition.Oxford, England: Oxford

University Press.

 

Ellis, R. (1997). The study of Second Language Acquisition. Oxford, England: Oxford

University Press.

 

Ellis, R. (2003). Task-based language learning and teaching. Oxford, England:

Oxford University Press.

 

Ellis, R. (2004). Individual differences in second language learning. In A. Davies &

C. Elder (Eds.), The handbook of applied linguistics (pp. 525-551). Oxford:

Blackwell.

 

Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In R. Ellis,

S. Loewen, C. Elder, R.Erlam, J. Philp & H. Reinders (Eds.), Implicit and

explicit knowledge in second language learning, testing and teaching, 42, 3-25.

Bristol, England: Multilingual Matters.

 

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through Second

Language Acquisition research. Abingdon, UK: Routledge.

 

Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press.

 

Ely, C. M. (1986). Language learning motivation: A descriptive causal analysis.

Modern Language Journal, 70, 28-35.

Employer Skill Survey.(2013). Retrieved

from:https://www.gov.uk/government/publications/ukces-employer-skillssurvey-

2013

 

Enders, C. K. (2006). Analyzing structural equation models with missing data. In G.

R.Hancock & R. O. Mueller (Eds.), Structural equation modelling: A second

course (pp. 313-342). Greenwich, CT: IAP.

 

Engin-Demir, C. (2009). Factors influencing the academic achievement of the Turkish

urban poor. International Journal of Educational Development, 29, 17-29.

doi:10.1016/j.ijedudev.2008.03.003

 

Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. London:

Routledge.

 

Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy

inventories. Educational Psychology Review, 16, 315–345.

 

Esch, E. (1996). Self-access and the adult language learner. London: CILT.

Essays, UK. (November 2018). Learning styles in language learning. Retrieved from

https://www.ukessays.com/essays/linguistics/about-learning-style.php?vref=1

 

Fan, L. (2004). How have Chinese students performed in Mathematics? A prespective

from large-scale International mathematics comparisons. In L.Fan,N.Y-Wong,

J.Cai & S.Li(Eds.), How Chinese learn mathematics:Perspectives from insiders

(pp.3-26). River Edge,NJ: World Scientific.

 

Fan, X., Thompson, B., &Wang, L. (1999). Effects of sample size, estimation

methods, and model specification on Structural Equation Modelling fit indexes.

Structural Equation Modelling: Multidisciplinary Journal,6,56-83.

 

Farahani, M. (2014). From spoon feeding to self-feeding: Are Iranian EFL learners

ready to take charge of their own learning? Journal of Foreign Language

Teaching, 11(1), 98–115.

 

Farber, M. (1943). The foundation of phenomenology. Albany, NY: State University of

New York Press.

 

Farid, M. (2018).Teaching English Language at SSC Level in Private Non-Elite

Schools in Pakistan: Practices & Problems. Journal of Education &

Educational Development, 5, 1.

 

Fasold, R. (1984). The Sociolinguistics of Society: Introduction to Sociolinguistics

(Volume 1)

 

Feilzer, M. Y. (2009). Doing mixed methods research pragmatically: Implications for

the rediscovery of pragmatism as a research paradigm. Journal of Mixed

Methods Research, 4(1), 6-16.

 

Fener, A. B.,&Newby, D. (2000). Approaches to materials design in European

textbooks: Implementing principles of authenticity, learner autonomy, cultural

awareness. European Centre for Modern Languages of the Council of Europe

publishing.

 

Finch, A. E. (2000). A formative evaluation of a task-based EFL program for Korean

university students. (Unpublished doctoral dissertation, Manchester University).

 

Fischer, G., & Sugimoto, M. (2006). Supporting self-directed learners &learning

communities with sociotechnical environments. Research &Practice in

Technology Enhanced Learning, 1, 31–64.doi:1142/S1793206806000020

 

Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention and behavior:An

introduction to theory and research. Reading, MA: Addison- Wesley.

 

Flynn, B. B., Schroeder, R. G., & Sakakibara, S. (1994). A framework for quality

management research and an associated measurement instrument. Journal of

Operations Management, 11(4), 339-366.

 

Flynn, B. B., Schroeder, R. G., & Sakakibara, S. (1995). The impact of quality

management practices on performance and competitive advantage.

DecisionSciences, 26(5), 659-691.

 

Fontana, A., & Frey, J. H.. (2005). The interview: From neutral stance to political

involvement. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of

qualitative research (pp. 695–727). Thousand Oaks, CA: SAGE.

 

Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with

unobservable variables and measurement error. Journal of Marketing Research,

18(1), 39-50.

 

Forza, C., & Filippini, R. (1998). TQM impact on quality conformance & customer

satisfaction: A causal model. International Journal of Production Economics,

55(1), 1-20.

 

Fotiadou, Aggeliki. (2017).

Learner Autonomy as a Factor of the Learning Process in Distance Education. E

uropean Journal Of Open, Distance & E?Learning,20(1), 95.

 

Fouly, K. (1985). A confirmatory multivariate study of the nature of second language

proficiency and its relationships to learner variables. (Unpublished PhD

dissertation, University of Illinois, Urbana).

 

FPSC. (2015, December 6). Federal Public Service Commission of Pakistan FPSC

report published in The Daily Dawn. Retrieved from

https://www.dawn.com/news/1300724

 

Faerch, C., & Kasper, G. (1983b). Plans and strategies in foreign language

communication. In C. Faerch, & G. Kasper (Eds.), Strategies in interlanguage

communication (pp. 20- 60). New York, NY: Longman.

 

Faerch, C.,& Kasper, G.(1984). Two ways of defining communication

strategies.Language Learning, 34, 45-63.

 

Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in

education (5th ed.). New York, NY: McGraw-Hill.

 

Frankfotr-Nachmias,&Nachmias. (1996).Research-methods-in-the-social

sciences.https://www.worldcat.org/title/research-methods-in-the-socialsciences/

oclc/25219844

 

Frazier, P. A., Tix, A. P., & Barron, K. E. (2004). Testing moderator and mediator

effects in counselling psychology research.Journal of Counseling Psychology,

51, 115-134. doi:10.1037/0022-0167.51.1.115

 

Gagné, M., & Deci, E. L. (2005, January). Self-determination theory and work

motivation. Journal of Organizational Behavior, 26, 331-362.

 

Galton, M.,&Simon, B. (1980).Inside the primary classroom. London, England:

Routledge.

 

Gao, C. Z. (2001). Second language learning and the teaching of grammar. Education,

2, 326- 336.

 

Garcia, O. (2014). Becoming bilingual and biliterate: Sociolinguistic and sociopolitical

considerations. Retrieved from

https://ofeliagarciadotorg.files.wordpress.com/2013/11/handbooklanguageliterac

y.pdf

 

Gardner, R. (1996). Motivation and second language acquisition: Perspectives. Journal

of CAAL, 18, 19-42.

 

Gardner, R. (2011). Integrative Motivation: Past, Present and Future. Retrieved from

http://publish.uwo.ca/~gardner/docs/GardnerPublicLecture1.pdf

 

Gardner, R.C. (1979). Social psychological aspects of Second Language Acquisition. In

H. Giles &R. St Clair (Eds.), Language and Social Psychology (pp. 193-220).

Oxford: Blackwell.

 

Gardner, R.C. (1985). Social psychology and second language learning: The role of

attitudes and motivation. London: Edward Arnold.

 

Gardner, R.C. (1988) The socio-educational model of second language learning:

assumptions, findings and issues. Language Learning, 38, 101–26.

 

Gardner, R. C. (2000). Correlation, causation, motivation & second language

acquisition. Canadian Psychology, 41, 1-24. doi: 10.1037/h0086854

 

Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z.

Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp.

1-19). Honolulu, HI: University of Hawaii Press.

 

Gardner, R. C. (2005). Integrative Motivation andSecond Language Acquisition.

Canadian Association of Applied Linguistics /Canadian Linguistics Association

Joint Plenary Talk, London, Ontario. Retrieved from

http://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf

 

Gardner, R. C. (2006). The socio-educational model of second language acquisition:

Aresearch paradigm. In S. H. Foster-Cohen, M. M. Krajnovic & J, M. Djigunovic

(Eds.), Annual conference of the European second language

association.Amsterdam, The Netherlands: John Benjamins.

 

Gardner, R. C. (2007). Motivation and second language acquisition. Porta Linguarum,8,

9-20.

 

Gardner, R.C.,& Clément, R. (1990). Social Psychological Perspective on Second

Language Acquisition. In H. Giles &W. P. Robinson (Eds.), Handbook of

language and social psychology(pp.495-511). New York, NY: Wiley.

 

Gardner, R. C., Day, J. B., & MacIntyre, P. D. (1992). Integrative motivation, induced

anxiety, and language learning in a controlled environment. Studies in Second

Language Acquisition, 14, 197-214.

 

Gardner, R.C., Lalonde, R.N., Moorcraft, R.,& Evers, F.T. (1987) Second language

attrition: The role of motivation and use. Journal of Language and Social

Psychology 6, 1–47.

 

Gardner, R.C., Lalonde, R.N.,& Pierson, R. (1983) The socio-educational model of SLA:

An investigation using LISREL causal modelling. Journal of Language and

Social Psychology 2, 1–15.

 

Gardner, R. C., & Lambert, W.E. (1959). Motivational variables in second language

acquisition. Canadian Journal of Psychology, 13, 266-272.

 

Gardner, R. C.,&Lambert, W. E. (1959).Fifty years and counting. Paper presented at the

Canadian Association of Applied Linguistics. Retrieved from

http://publish.uwo.ca/~gardner/

 

Gardner, R.,& Lambert, W. (1972). Attitudes and motivation in Second Language

Learning. Rowley, MA: Newbury House.

 

Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language

study: Who says it isn’t effective? Studies in Second Language Acquisition, 13,

57-72.

 

Gardner, R. C., & MacIntyre, P. D.(1993). On the measurement of affective variables in

second language learning. Language Learning, 43, 157-194.

 

Gardner, R.C., Masgoret, A-M.,Tennant, J.,& Mihic, L. (2004). Integrative motivation:

Changes during a year-long intermediate-level language course. A Journal of

Research in Language Studies, 54 (1), 1-34.

 

Gardner, R. C., Masgoret, A-M., & Tremblay, P. F. (1999). Home background

characteristics and second language learning. Journal of Language & Social

Psychology 18, 419- 437.

 

Gardner, R. C., & Smythe, P. C. (1975). Motivation &second-language acquisition. The

Canadian ModernLanguage Review, 31, 218-230.

 

Gardner, R. C., Tremblay, P. F., & Masgoret, A. M. (1997). Towards a full model of

second language learning: An empirical investigation. Modern Language Journal,

81, 344-362.

 

Gardner, R.C., Tremblay, P.F., & Castillo, E.S. (1997). A study of the role of aptitude,

attitude, and motivation in second language acquisition: Revisited. In E.S. Castillo

(Ed.), Alay sa Wika: Essays in honor of Fe T. Otanes on her 67th birthday (pp.

101- 110).

 

Garner, R., Brown, R., & Sanders, S. (1992). ‘Seductive details’ and learning from text.

InK. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning

and development (pp. 239–254). Hillsdale, NJ: Erlbaum..

 

Gass, S. M., & Mackey, A. (2000). Second language acquisition research. Stimulated

recall methodology in second language research. Mahwah, NJ:Erlbaum.

 

Gass, S. M., & Mackey, A. (2007). Input, interaction, and output in second language

acquisition. In B. Vanpatten & J. Williams (Eds.), Theories in second language

acquisition (pp. 175-200). London: LEA.

 

Gass, S.,& Selinker, L. (2001). Second language acquisition (2nded.). Mahwah, NJ:

Erlbaum.

 

Gass, S. M.,& Varonis, E. M. (1991). Miscommunication in normative discourse. In N.

Coupland, H. Giles, & J. M. Wiemann (Eds.), "Miscommunication" and

problematic talk. Newbury Park, CA: SAGE.

 

Gefen, D.,Straub, D.,&Boudreau, M.-C. (2000). Structural Equation Modelling and

Regression: Guidelines for research practice.Communications of the Association

for Information Systems,4(7), 1–78.

 

Gendall, P., Hoek, J., & Esslemont, D. (1995). The effect of appeal, complexity and tone

in a mail survey covering letter. Journal of Marketing Society, 37(3), 251-258.

 

Ghani, M., Mahmmod, A.,& Akram, M. (2008). Measuring the achievements of English

language learners: A study of the learners of Punjab in Pakistan at the secondary

level. Retrieved from http://www.languageinindia.com/may2008/

measuringpunjabienglish.pdf

 

Giles, H., Bourhis, R.Y., & Taylor, D.M. (1977). Towards a theory of language in ethnic

group relations. In H. Giles (Ed.), Language, ethnicity and intergroup relations

(pp. 307-348). New York: Academic Press.

 

Gillies, V.,&Edwards, R. (2005). Secondary Analysis in Exploring Family and Social

Change: Addressing the Issue of Context.,ForumQualitative Social Research,6(1).

http://www.qualitative-research.net/fqs-texte/1– 05/05–1-44-e.htm

 

Gist, M. E., & Mitchell, T. R. (1992). Self-efficacy: A theoretical analysis of its

determinants and malleability.Academy of Management Review, 17, 183-211.

 

Glasersfeld, E. (2005). Introduction: Aspects of constructivism. In C.T. Fosnot

(Ed.),Constructivism: Theory, perspectives, and practice (pp. 2-19). New York,

NY: TeachersCollege Press.

 

Glass, G. V., & Hopkins, K. D. (1984). Statistical methods in education and psychology.

Upper Saddle River, NJ: Prentice-Hall.

 

Goodman, Y. (1984). The development of initial literacy. In H. Goelman, A. Oberg & F.

Smith(Eds.), Awakening to literacy(pp. 316-324). London: Heinemann.

 

Gorsuch, G.(2000). EFL educational policies and educational cultures: Influences on

teachers’ approval of communicative activities. TESOL Quarterly, 34, 675-710.

 

Gottfried, A. E. (2009). Commentary: The role of environment in contextual and social

influences on motivation. Handbook of motivation at school, 463.

 

Gracetter, F. J., & Forzano, L.B. (2011). Research methods for the behavioural sciences

(4th ed.). Belmont, CA: Wadsworth Cengage Learning.

 

Graddol, D. (2006). English next. London: The British Council.

 

Graham Robson. (2015). Model of situational willingness to communicate (WTC) in the

Study Abroad context. International Education Studies, 8(10).

 

Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C.

Berliner &R. Calfee (Eds.), Handbook of educational psychology (pp. 63-84).

New York: Macmillan.

 

Gredler, M., & Shields, C. (2007). Vygotsky's legacy: A foundation for research and

practice. New York, NY: Guilford Press.

 

Gredler, M., & Shields, C. (2008). Vygotsky’s legacy: A foundation for research and

practice.New York, NY: Guilford Press.

 

Green, B.A., Collier, K. J., & Evans, N. (2001). Teaching tomorrow’s class today:

English by telephone and computer from Hawaii to Tonga. In L.E. Henrichsen

(Ed.), Distance-learning programs (pp. 71-82). Alexandria, VA: Teachers of

English to Speakers of Other Languages.

 

Green, J.M.,& Oxford, R. (1995). A closer look at learning strategies, L2 proficiency,

and gender. TESOL Quarterly, 29(2),261-297.

 

Green,M., & Piel, J. A. (2009). Theories of human development: A comparative

approach (2nd ed.).Englewood Cliffs, NJ: PrenticeHall.

 

Greene, J. C. (2007).Mixed methods in social inquiry. San Francisco: Jossey-Bass

 

Greene, J, Caracelli, V.,&Graham, W. (1989). Towards a conceptual framework for

mixed-method evaluation designs. Educational Evaluation &Policy Analysis, 11,

255-274.

 

Greene, J. C., & Hall, J. N. (2010). Languages and pragmatism: Being of consequence. In

A. Tashakkori & C. Teddlie (Eds.), SAGE handbook of mixed methods and social

and behavioural research(2nd ed., pp. 119–143). Los Angeles, CA: SAGE.

 

Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain

development. Child Development, 58, 539–559.

 

Grice, H. P. (1975). Logic and conversation. In Cole &Morgan (Eds.), Syntax and

semantics, Vol. 3Speech acts. New York, NY: Academic Press.

 

Griffiths, C. (2003). Patterns of language learning strategy use. System 31, 367-383.

 

Gritner, F.M. (Ed).(1974). Student motivation and language teacher.Skokie, III: National

Textbook.

 

Gu, Yongqi. (2002). Gender, academic major, and vocabulary learning strategies of

Chinese EFL learners. RELC Journal,33(1), 35-54.

 

Guba, E. G., &Lincoln, Y. S. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE.

 

Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N.

K. Denzin& Y. S. Lincoln (Eds.), Handbook of qualitative research(pp. 105-

117)., Thousand Oaks, CA: SAGE.

 

Guest, C., & Bunce, A., & Johnson, L. (2006). How many Interviews are enough?

Retrieved from

https://www.researchgate.net/publication/249629660_How_Many_Interviews_Are_E

nough

 

Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroomoriented

investigation of the effects of motivational strategies on student

motivation. TESOL Quarterly, 42, 55–77.

 

Guimarães, S. E. R., & Bzuneck, J. A. (2008). Psychometric properties of an instrument

for the evaluation of motivation of university students.Science & Cognition, 13,

101-113. Retrieved from http://www.cienciasecognicao.org

 

Gulten, Genc.& Ahmet Kaya. (2010). An investigation on the motivation level of EFL

students.International Journal on New Trends in Education & Their Implications,

1(3).

 

Gunn, B. J.,& Duncan, G. J. (1997). The effects of poverty on children. Future Child,

7(2), 55-71. doi: 10.2307/1602387

 

Gutek, L. G. (2004). Philosophical and ideopragmatismal voices in education. Boston,

MA: Allyn & Bacon.

 

Hagget, S., & Mitchell, V. W. (1994). Effect of industrial prenotification on response

rate, speed, quality, bias, and cost. Industrial Marketing Management, 23(2), 101-

110.

 

Hair, J. F., Jr., Anderson, R. E., Tatham, R. L., & Black, W. C. (1992). Multivariate data

analysis (3rd ed.). New York, NY: Macmillan.

 

Hair, J.F., Anderson, R.E., Tatham, R.L., & Black, W.C. (1995).Multivariate data

analysis with readings. Upper Saddle River,, NJ: Prentice-Hall.

 

Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W. C. (1998).Multivariate data

analysis (5th ed.). Upper Saddle River, NJ: Prentice-Hall.

 

Hair, J. F., Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2006).

Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

 

Hair,J.F., Black, W. C., Babin, B. J., & Anderson, R. E.(2009).Multivariate data

analysis(7th ed.).Upper Saddle River, NJ: Prentice-Hall.

 

Hair, J. F. J., Black, W. C., Babin, B. J., Anderson, R. E.,& Tatham, R. L.

(2010).Multivariate data analysis(7th ed.).Upper Saddle River, NJ: Prentice-Hall.

 

Hale, G.A., Rock, D.A. & Jirele, T. (1989). Confirmatory factor analysis of the

TOEFL.TOEFL Research Report 32. Princeton: Educational Testing Service.

 

Hall, D.B.,&Wang, L. (2005). Two-Component Mixtures of Generalized Linear Mixed

Effects Models for Cluster Correlated Data.Statistical Modelling, 5(1), 21-37.

 

Hall, J. K., & Verplaeste, L. S. (2000). Second and foreign language learning through

classroom interaction. In J. K. Hall & L. S. Verplaeste (Eds.), Second and foreign

language learning through classroom interaction(pp. 1-20). Mahwah, NJ:

Erlbaum.

 

Halliday, M. A. K. (1970). Language structure and language function. In J. Lyons (Ed.),

New horizons in linguistics(pp. 140–165). Harmondsworth, England: Penguin.

 

Halliday, M. (1973). Explorations in the functions of language. London, England:

Edward Arnold.

 

Halliday, M. A. K. (1975). Learning how to mean: Exploring in the development of

language. London, England: Edward Arnold.

 

Halliday, M.A.K. (1978).Language as social semiotic. The social interpretation of

language and meaning.London: Edward Arnold.

 

Halliday, M.A.K. (1979). Towards a Sociological Semantics. In C. J. Brumfit &K.

Johnson (Eds.),The communicative approach to language teaching(pp. 27-

45).Oxford: Oxford University Press

 

Halliday, M. (1985). An introduction to functional grammar. London: Edward Arnold.

 

Halliday, M.,& Hasan, R. (1976). Cohesion in English. London: Longman.

 

Halliday, M.,& Hasan, R. (1989). Language, context, and text: Aspects of language in a

socialsemiotic perspective. Oxford: Oxford University Press.

 

Hameed,&Tahir. (2016).Comparative Study of Teaching Strategies In The Higher

Education System of Punjab and Khyber Pakhtunkhwa Pakistan. Gomal

University Journal of Research, 32(2).

 

Hanson, W. E., Creswell, J. W., Clark, V. L. P., Petska, K. S., &Creswell, J. D. (2005).

Mixed methods research designs in counseling psychology. Journal of Counseling

Psychology, 52(2), 224.

 

Harley, B., Alien, P., Cummins, J., & Swam, M. (Eds.). (1990). The development of

second language proficiency. New York, NY: Cambridge University Press.

 

Harmer, J. (2007). The practice of English Language teaching. Harlow, England:

Pearson Education.

 

Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods:

Practical problems in aligning data. Practical Assessment Research.

 

Hashemi, R.,& Babaii, E.(2103). Mixed Methods Research: Towards New Research

Designs in Applied Linguistics.

https://www.researchgate.net/publication/259551083_Mixed_Methods_Research_

Towards_New_Research_Designs_in_Applied_Linguistics

 

Hatch, E. (1992). Discourse and language education. Cambridge: Cambridge University

Press.

 

Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State

University of New York Press.

 

Hayes, E. R., & Darkenwald, G. G. (1990). Attitudes towards adult education: An

empirical-based conceptualization. Adult Education Quarterly, 40, 158–168.

 

Healy, D. (2007). Theory and research: Autonomy and language learning. In J. Egbert &

E. HansonSmith (Eds.), CALL environments: Research, practice, and critical

issues (2nd ed., pp. 377- 388). Alexandria, VA: Teachers of English to Speakers

of Other Languages.

 

Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford

University Press.

 

Henderson, R. H., & Sundaresan, T. (1982). Cluster sampling to assess immunization

coverage: A review of experience with a simplified sampling method. Bulletin of

the World Health Organization, 60(2), 253-260.

 

Heng-Tsung Danny Huang, &Shao-Ting Alan Hung.(2010).Implementing electronic

speaking portfolios: Perceptions of EFL students. Computer Science. BJET 2010.

doi:10.1111/j.1467 8535.2009.00996.x

 

Henseler, J., Ringle, C. M., & Sinkovics, R. R. (2009). Advances in International

Marketing (J. Henseler, C. M. Ringle, & R. R. Sinkovics, eds.) (Vol. 20). Bingley:

Emerald Group Publishing. doi: 10.1108/S1474-7979(2009)0000020014.

 

Herrera, S. (2010). Biography-driven teaching for culturally responsive teaching. New

York: Teachers College Press.

 

Herrera, S., & Murry, K. (2011). Mastering ESL and bilingual methods: Differentiated

teaching for culturally and linguistically diverse (CLD) students(2nd ed.). Boston,

MA: Allyn & Bacon.

 

High, C. P., LaGasse, L., Becker, S., Ahlgren, I.,& Gardner, A. (2000). Literacy

promotion in primary care paediatrics: Can we make a difference? Pediatrics,

105(4), 927-934.

Higher Education Commission. (n.d.). Retrieved from www.hec.gov.pk

 

Highman, A. (1955). The Audited Self-Administered Questionnaire.Journal of

Marketing, 20, 155-159.

 

Hilleson, M. (1996). Reticence and anxiety in second language learning. In K. M. Bailey

& D. Nunan (Eds.), Voices from the language classroom (pp. 248-277). New

York, NY: Cambridge University Press.

 

Howatt, A. (1984). A history of English language teaching. Oxford: Oxford University

Press.

 

Hiromori, T. (2009). A process model of L2 learners’ motivation: From the perspectives

of general tendency and individual differences. System,37, 313-321.

 

Hitchcock, G.,&Hughes, D. (1995) Research and the teacher (2nd ed.). London:

Routledge.

 

Ho, R. (2006). Handbook of univariate and multivariate data analysis and interpretation

with SPSS. Boca Raton, FL: Chapman & Hall/CRC.

 

Ho, S. K. M., & Fung, C. K. H. (1994). Developing a TQM excellence model.

TQMMagazine, 6(6), 24-30.

 

Hoang, D. T., Igel, B., & Laosirihongthong, T. (2006). The impact of total quality

management on innovation: Findings from a developing country.

InternationalJournal of Quality & Reliability Management, 23(9), 1092-1117.

 

Hoban, J. D., Lawson, S. R., Mazmanian, P. E., Best A. M.,& Seibel, H. R.(2005). The

Self directed Learning Readiness Scale: A factor analysis study. Medical

Education, 39,370–379.

http://www.ul.ie/~philos/vol1/dewey.html

 

Hobert, R. L., & Stephenson, M. T. (2003). The importance of indirect effects in media

effects research: Testing for mediation in structure equation modelling. Journal of

Broadcasting& Electronic Media, 47, 556–572.

 

Holden, B. (2002, April). Listen and learn, English Teaching Professional, 23, 18-20.

 

Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.

 

Holec, H. (1991). Autonomy and foreign language learning. Oxford: Pergamon Press.

 

Holliday, A. (1994). The house of TESEP and the communicative approach: The special

needs of state English language education. ELT Journal, 48(1), 3–11.

 

Holmes-Smith, P. (2011). Structural Equation Modelling (Using AMOS): From the

fundamentals to advanced topics. Melbourne, Australia: SREAMS.

 

Holmes-Smith, P., Coote, L., &Cunningham, E. (2004).Structural Equation Modelling:

From the fundamentals to advanced topics. .Melbourne, Australia: SREAMS.

 

Homayooni, A.,& Abdollahi, M. (2003). Study of the relationship between learning

styles and cognitive styles and their effect on the academic achievement of

students. Psychology Journal, 7(2), 179-196.

 

Hong-Nam, K.,& Leavell, A. (2006). Language learning strategy use of ESL students in

an intensive English learning context. System, 34, 399-415.

 

Horwitz, E. K. (1987). Surveying student beliefs about language learning. In A. Wenden

& J. Rubin (Eds.), Learner strategies in language learning (pp. 119-129).

Englewood Cliffs, NJ: Prentice-Hall International.

 

Horwitz, E. K. (1988). The beliefs about language learning of beginning university

foreign language students. The Modern Language Journal, 72(3), 283-294.doi:

10.1111/j.1540-4781.1988.tb04190.x

 

Horwitz, K. (1989). The Beliefs about Language Learning of Beginning University

Foreign Language Students.doi: 10.1111/j.1540-4781.1988.tb04190.x

 

Horwitz, E. K. (2013). Becoming a language teacher. Upper Saddle River, NJ: Pearson.

 

Hosseini, S. M. H. (2007). ELT in higher education in Iran and India: Critical view.

Language in India. 7, 1-11.

 

Howard, M. (2012). The advanced learner’s sociolinguistic profile: On issues of

individual differences, second language exposure conditions, and type of

sociolinguistic variable. Modern Language Journal, 96, 20-33. doi:10.1111/j.1540-

4781.2012.01293.x

 

Hsieh, P. H. P., & Schallert, D. L. (2008). Implications from self-efficacy and attribution

theories for an understanding of undergraduates’ motivation in a foreign language

course. Contemporary Educational Psychology, 33(4), 513-532.

 

Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and self?efficacy and their

interrelationship in the Korean EFL context. Language Learning, 60(3), 606-627.

 

Hu, G. (2002). The case of communicative language teaching in China. Language,

Culture, &Curriculum, 15(2), 93-105.

 

Hu.G. (2005).Potential Cultural Resistance to Pedagogical Imports: The Case of

Communicative Language Teaching in China. Retrieved fromwww.freewebs.com

 

Hu, L.,& Bentler, P. (1999). Cutoff Criteria for Fit Indexes in Covariance Structure

Analysis: Conventional Criteria Versus New Alternatives. Structural Equation

Modelling: A Multidisciplinary Journal, 6(1), 1-55. doi:

10.1080/10705519909540118

 

Hua, T. K., Mohd Nor, N. F., & Jaradat, M. N. (2012). Communication strategies among

EFL students: An examination of frequency of use and types of strategies used.

GEMA Online™ Journal of Language Studies,12(3), 831-848.

 

Hua, X.(2009). ‘Hanguo liuxesheng xie gei de lianwu fenxiyi jiaoxueduice’ (‘The Error

Analysis of Korean Students’) Acquisition of the preposition Gei and the

Corresponding Teaching Strategies.

 

Huddleston, R., &Pullum, G.K. (2002). The Cambridge grammar of the English

language. New York, NY: Cambridge University Press.

 

Huei-Ju Shih,& Shan-mao Chang. (2018). Relations among L2 learning motivation,

language learning anxiety, self-efficacy and family influence: A Structural

Equation Model. English Language Teaching,11(11), 148-160.

 

Hulland, J., Chow, Y.H., & Lam, S. (1996). Use of causal models in marketing research:

A review', International Journal of Research in Marketing, 13(2), 181-197.

 

Hurd, S., Beaven, T.,& Ortega, A. (2001). Developing autonomy in a distance language

learning context: Issues and dilemmas for course writers. System, 29(3), 341–355.

 

Hurley, A. E., Scandura, T. A., Schriesheim, C. A., Brarmick, T., Seers, A.,

&Vandenberg, R. J.,. (1997). Exploratory and confirmatory factor analysis:

Guidelines, issues and alternatives. Journal of Organizational Behavior, 18(6),

667-683.

 

Hussain, G. (2017). An evaluation of ELT situation in higher education institutions in

Punjab, Pakistan European Journal of English Language Teaching. Retrieved

fromwww.oapub.org/edu

 

Husserl, E. (1970). The crisis of European sciences and transcendental phenomenology:

An introduction to phenomenopragmatismal philosophy. North Western

University Press.

 

Huttunen, I. (1986). Towards learner autonomy in foreign language learning in senior

secondary schools. Oulu, Finland: Acta Universitatis Ouluensis.

 

Hymes, D. (1971a). Competence and performance in linguistic theory. In R. Huxley & E.

Ingram (Eds.),Language acquisition: Models and methods. London: Academic

Press.

 

Hymes, D.H. (1971b). On communicative competence. Philadelphia, PA: University of

Pennsylvania Press.

 

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.),

Sociolinguistics(pp. 269–293). Cambridge, MA: Harvard Business School.

 

Hysong, S. J., & Quinones, M. A. (1997). The relationship between self-efficacy and

performance: A meta-analysis. Paper presented at the Twelfth Annual Conference

of the Society for Industrial & Organizational Psychology, St. Louis, MO.

 

Incecay, G., & Incecay, V. (2009). Turkish university students’ perceptions of

communicative and non-communicative activities in EFL classroom. Procedia -

Social &Behavioral Sciences, 1, 618-622.

 

Isaac, S., & Michael, W. B. (1997). Handbook in research and evaluation (3rd ed.). San

Diego, CA: Educational &Industrial Testing Services.

 

Jackson, T.W. (2002). Enhancing self-efficacy and learning performance. The Journal of

Experimental Education,70(3), 243-254.

 

Jacob, F. (1973). The logic of life: A history of heredity. New York: Pantheon.

 

Jacobs, G., & Farrell, T. (2003). Understanding and implementing the communicative

language teaching (CLT) paradigm. RELC Journal, 34(1), 5–30.

doi:10.1177/003368820303400102

 

Jaferi, S., M., Shokrpour, N., Gutterman, T. (2015). A Mixed Methods Study of

Teachers’ Perceptions of Communicative Language Teaching in Iranian High

Schools.Theory & Practice in Language Studies, 5(4), 707-718, doi:

10.17507/tpls.0504.06

 

Jakobsen, M.,& Jensen, R. (2015) Common Method Bias in Public Management

Studies, International Public Management Journal, 18(1). 3-

30. doi: 10.1080/10967494.2014.997906

Jannoo, Z., Yap, B., Auchoybur, N., & Lazim, M. (2014). The effect of nonnormality on

CB-SEM and PLS-SEM path estimates. International Journal of Mathematical,

Computational, Physical and Quantum Engineering, 8(2), 285–291.

Jarvis, P. (1987). Adult learning in the social context. London, England: Croom Helm.

Jarvis, P. (2003). Adult learning processes. In P. Jarvis &C. Griffin(Eds.),Adult and

continuing education, 4, 180-198.

Jarvis, R. (1992). Paradoxes of learning. San Francisco, CA: Jossey-Bass.

Jenkins, J. (2003). World Englishes: A resource book for students. London, England:

Routledge.

Jenkins, J. (2007).English as a Lingua Franca: Attitude andidentity. Cambridge:

Cambridge University Press.

Jenkins, J. (2011). Accommodating (to) EFL in the international university. Journal of

Pragmatics, 43, 926-936.doi: 10.1016/j.pragma.2010.05.011

Jimenez-Jimenez, D., & Martinez-Costa, M. (2009). The performance effect of HRM

&TQM: A study in Spanish organizations. International Journal of Operations

&Production Management, 29(12), 1266-1289.

Jinks, J., & Morgan, V. (1999). Children’s perceived academic self-efficacy: An

inventory scale. The Clearing House: A Journal of EducationalStrategies, Issues

&Ideas,72(4), 224-230.

John, O. P., &Srivastava, S (1999). The Big-Five Trait Taxonomy: History, measurement,

& theoretical perspective (2nd ed.). New York, NY: Guilford Press.

Johnson, (2009). An Educational Psychology Success Story: Social Interdependence

Theory and

Cooperative Learning https://doi.org/10.3102%2F0013189X09339057

Johnson, D. W. (1991). Human relations and your career (3rded.). Englewood Cliffs,

NJ: Prentice-Hall.

Johnson, G. (1994). Undergraduate student attrition: A comparison of the characteristics

of student who persist. The Alberta Journal of Educational Research, 11, 337-

353.

Johnson, K. and Morrow, K.(1981). Communication in the classroom. Essex:Longman

 

Johnson, R. B. (Ed.). (2006). New directions in mixed methods research [Special issue].

Research in the Schools, 13(1). Retrieved from

http://www.msera.org/rits_131.htm

 

Johnson, R. B., & Christensen, L. B. (2014). Educational research: Quantitative,

qualitative, and mixed approaches(5th ed.). Thousand Oaks, CA: SAGE.

 

Johnson, R. B.,&Onwuegbuzie, A. J. (2004). Mixed methods research: A research

paradigm whose time has come. Educational Researcher,33(7), 14-26.

 

Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Towards a definition of

mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133.doi:

10.1177/1558689806298224

 

Jöreskog, K. G., & Sörbom, D. (1993). Structural equation modelling with the SIMPLIS

Command Language. Hillsdale, NJ: Erlbaum.

 

Jöreskog, K. G., & Sörbom, D. (1996). LISREL 8: User’s reference guide. Chicago, IL:

Scientific Software International.

 

Jöreskog, K., & Sörbom, D. (1998). LISREL 8.20 &PRELIS 2.20 for Windows. Chicago,

IL: Scientific Software International.

 

Jurik, V. (2014). Predicting students' cognitive learning activity and intrinsic learning

motivation: How powerful are teacher statements, student profiles, and gender?

Learning &Individual Differences, 32, 132–139.

 

Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English

language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in

the world: Teaching &learning the language and literatures (pp. 11-30).

Cambridge: Cambridge University Press.

 

Kachru, Y., & Nelson, C. L. (2006). World Englishes in Asian contexts. Hong Kong:

Hong Kong UniversityPress.

 

Kafai, & Resnik, M. (1996).Constructivism in practice: Designing, thinking and

learning in a digital world. Mahwah, NJ: Erlbaum.

 

Kalanzadeh, G., Mirchenari, N., & Bakhtiarvand, M. (2013). Perceived problems in

using Communicative language teaching (CLT) by EFL Iranian teachers.

Retrieved from https://

www.researchgate.net/publication/216650377_Perceived_Problems_in_Using_Co

mmuni cative_Language_Teaching_CLT

 

Karavas-Doukas, E. (1 996). Using attitude scales to investigate teachers' attitudes to the

communicative approach. ELT Journal, 50(3), 187-196.

 

Kaynak, E.,&Kuan, W.K. (1993). Environment, Strategy,  Structure, and Performance in

the Context of Export Activity: An Empirical Study of Taiwanese Manufacturing Firms.Journal of 

Business Research,27(1), 33-49.

 

Keefe, J. W. (1979). Learning style: An Overview. In J. W. Keefe. (Ed.),Student learning styles: 

Diagnosing and prescribing programs(pp. 1-17). Reston, VA: National Association of Secondary School 

Principals.

 

Kelley, H. (1967). Attribution theory in social psychology. In D. Levine (Ed.),

Nebraska Symposium on Motivation, University of Nebraska, Lincoln.

 

Kelloway,   K.   E.   (1998).   Using   LISREL   for   structural   equation   modelling:   A 

researcher’s guide. Thousand Oaks, CA: Sage.

 

Kelly, L. (1976). 25 centuries of language teaching. Rowley, MA: Newbury House.

 

Kenny, D.A.,&McCoach, D.B. (2003). Effect of the Number of Variables on Measures of Fit  in 

Structural Equation Modelling.Structural  Equation Modelling, 10, 333- 351.

 

Kerlinger, F. N. (1964). Foundations of behavioral research.  Retrieved from 

https://files.eric.ed.gov/fulltext/ED090962.pdf

 

Khamkhien, A. (2010). Factors affecting language learning strategy reported usage by Thai and 

Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching, 7, 66-85.

 

Khan Hamidullah. (2017). A case study of an English language learner in the perspective of learning 

theories; Behaviourism and Mentalism.https://www.Academia.Edu/35547498/A_Case_Study_Of_An_English

_Language_Learner_In_The_Perspective_Of_Behaviourism_And_Mentalism

 

Khan, H. (2007). A needs analysis of Pakistani state boarding schools secondary level students for 

adoption of communicative language teaching. (PhD, Middlesex University, London).

 

Khan, (2016). Obstacles in Learning English as a Second Language among Intermediate Students of 

districts Mianwali and Bhakkar, Pakistan.  Open Journal of Social Sciences, 4, 154-162. doi: 

10.4236/jss.2016.42021

 

Khattak, S. G. (2012). Assessment in schools in Pakistan.SA-e DUC Journal, 9(2).

 

Kiato,  S.  K.,  &  Kiato,  K.  (1996).  Testing  Communicative  Competence.  The  TESOL Internet 

Journal, 2(5).

 

Kieth, T. (2006). Multiple regression and beyond: An introduction to multiple regression

and structural equation modelling(2nd ed.). New York: Taylor and Francis.

 

Kim, D.-H., Wang, C., Ahn, H. S., & Bong, M. (2015). English language learners' self-

efficacy profiles and relationship with self-regulated learning strategies. Learning and Individual 

Differences, 38, 136–142. doi: 10.1016/j.lindif.2015.01.016

 

Kim,  K.,&Frazier, G.L. (1997). On Distributor Commitment  in   Industrial Channels of 

Distribution:  A Multicomponent  Approach.Psychology  & Marketing  14(8),  847- 877.

 

Kim,  K.,&  Oh,  C.  (2002).  On  Distributor  Commitment  in  Marketing  Channels  for Industrial  

Products:  Contrast  between  the  United  States  and  Japan.Journal  of International Marketing 

10(1), 72-97.

 

Kim,  M.,  &  Crossley,  S.  A.  (2018).  Modeling  second  language  writing  quality:  A 

structural  equation  investigation  of  lexical,  syntactic,  and  cohesive  features  in 

source-based and independent writing. Assessing Writing, 37, 39–56.

 

Kinsella, K. (1995). Understanding and empowering diverse learners in ESL classrooms. In  J.  M.  

Reid  (Ed.),  Learning  styles  in  the  ESL/EFL  classroom(pp.170-194). Boston: Heinle & Heinle.

 

Kirchner, E., &  Mostert, M. L. (2017). Aspects of the reading motivation and reading activity of 

Namibian primary school readers. Cogent Education, 4(1). doi:10.1080/23311 86x.2017.1411036

 

Kline, R. B. (1998). Principles and practice of structural equation modelling.New York: Guilford 

Press.

 

Kline, R. B. (2001). Principles and practice of structural equation modelling  (2nded.).

New York: Guilford Press.

 

Kline,  R.  B.  (2005).  Principles  and  practice  of  structural  equation  modelling(2nded.).

New York: Guilford Press.

 

Kline, R. B. (2010).Principles and practice of structural equation modelling.New York: Guilford 

Press.

 

Kline, R. (2011). Principles and practice of structural equation modelling(3rd ed.). New York, NY:  

Guilford Press.

 

Kline, R. B. (2015). Principles and practice of structural equation modelling. New York, NY: 

Guilford Press.

 

Knapper, C. (1988). Technology and lifelong learning. In D. Boud (Ed.), Developing student autonomy 

in learning (pp. 91-106).. London: Kogan Page.

 

Knight, G.A.,&Cavusgil, S.T. (2004). Innovation, organizational capabilities, and the 

Born-GlobalFirm., Journal of International Business Studies, 35(2), 124-141.

 

Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago,

IL: Follett.

 

Knowles, M. (1980). The modern practice of adult education: Andragogy versus

pedagogy(Rev. &updated ed.).Englewood Cliffs, NJ: Cambridge Adult Education.

 

Knowles M. (1988). The adult learner: A neglected species. Houston, TX: Gulf.

 

Knowles, M. S. (1990). The adult learner: A neglected species. Houston, TX: Gulf.

 

Knowles, M.,&Associates. (1984). Andragogy in action: Applying modern principles of adult learning. 

San Francisco: Jossey-Bass.

 

Knowles, M., Holton, E.I., &Swanson, R. (2005). The adult learner: The definitive classic in adult 

education and human resource development. Burlington, MA: Elsevier.

 

Knox, A. B. (1986). Helping adults learn. San Francisco, CA: Jossey-Bass. Kolb, D. A. (1984). 

Experiential learning. Englewood Cliffs, NJ: Prentice Hall.

 

Kong, Y. (2009). A Brief Discussion on Motivation and Ways to Motivate Students in English Language 

Learning. International Education Studies, 2, 145-149. doi: 10.5539/ies.v2n2p145

 

Kormos, J., &Csizér, K. (2008). Age-Related Differences in the Motivation of Learning English  as  

a  Foreign  Language:  Attitudes,   Selves,   and   Motivated  Learning Behavior.Language       

Learning,       58(2),       327-355.doi:       10.1111/j.1467- 9922.2008.00443.x

 

Kraemer, K. L., Dutton, W.H.(1991). Survey rearch in the study of management information systems. 

In K.L. Kraemer (Ed.), The Information Systems Research Challenge: Survey Research Methods, Vol. 3 

(pp. 3-58). Cambridge, MA: Harvard Business School Press.

 

Krapp,   A.   (1999).   Interest,   motivation   &learning:   An   educational-psychological 

perspective.European Journal of Psychology of Education, 14, 23–40.

 

Krapp, A., Hidi, S., & Renninger, A. (1992). Interest, learning and development. In K.

A.  Renninger,  S.  Hidi,  &  A.  Krapp  (Eds.),  The  role  of  interest  in  learning  and 

development (pp. 3–25). Hillsdale, NJ: Erlbaum.

 

Krashen, S.D. (1976). Formal and informal linguistic environments in language learning & language 

acquisition. TESOL Quarterly, 10, 157-168.

 

Krashen, S. D. (1982). Principles and  practice in second language acquisition. New York, NY: 

Pergamon Institute of English.

 

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.

 

Krashen, S. D., & Terrell, T. D. (1983). The natural approach. Oxford: Pergamon.

 

Kraska,  M.  (2010).  Quantitative  research.  In  Neil  J.  Salkind  (Ed.),  Encyclopedia  of

research design  (pp. 1167-1172). doi: 10.4135/978141288.n352

 

Krathwohl, D. R. (1993).Methods of educational and social science research: An integrated approach. 

New York: Longman.

 

Krathwohl,  D.  R. (2002).  A revision of Bloom’s taxonomy:  An overview.  Theory  into Practice, 

41, 212–218.

 

Krathwohl, D. R. (2009). Methods of educational and social science research: The logic of methods 

(3rd ed.). Long Grove, IL: WavelandPress.

 

Krejcie, R.V., & Morgan, D.W. (1970). Determining sample size for research activities.  Educational 

& Psychological Measurement, 30, 607-610.

 

Krishnan,  Lakshami,  A.  (2002):  Diaries:  Listening  to  voices  from  the  multicultural 

classroom. ELT Journal, 56(3),227- 239..

 

Kroeger, P. (2005). Analyzing grammar. New York: Cambridge University Press. doi: 

10.1017/CBO9780511801679

 

Kuhlemeier, H., Van Den Bergh, H., & Melse, L. (1997). Attitudes and Achievements in   the   First  

 Year   of   German   LanguageInstruction   in   Dutch   Secondary Education.           Modern      

     Language           Journal,           80,           494-

508.http://dx.doi.org/10.1111/j.1540-4781.1996.tb05471.x

 

Kuhn, T. (1970). Postscript 1969. In T. Kuhn, The structure of scientific revolutions

(2nd ed., pp. 174-210). Chicago, IL: University of Chicago Press.

Kumaravadivelu, B. (2001). Towards post method pedagogy. TESOL Quarterly, 35(4), 537-560.

 

Kuo,  Y.  F.,  Wu,  C.  M.,  &  Deng,  W.  J.  (2009).  The  relationships  among  service quality, 

perceived value, customer satisfaction,  and post-purchase  intention in mobile value added 

services. Computers in Human Behavior, 25(4), 887-896.

 

Kvale, S. (1996).Interviews. London: SAGE.

 

Kwon, I.G. &Suh, T. (2004). Factors Affecting the Level of Trust & Commitment  in Supply Chain 

Relationships, Journal of Supply Chain Management, 40(2), 4- 14.

 

Lai,  Ying  Chun.  (2009). Language  learning  strategy use  and  English proficiency of university 

freshmenin Taiwan. TESOL Quarterly, 43(2), 255-280.

 

Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32, 3-19. Lambert,W.E. 

(1974). Culture and language as factors in learning and education.In F.

E. Aboud& R. D.Meade (Eds.), Cultural factors in learning and education (pp.91–122).    Bellingham,    WA:    Fifth    WesternWashington    Symposium    on

Learning.

 

Lantolf, J. P. (2001). Sociocultural theory and SLA. In R. B.Kaplan (Ed.), Handbook of applied 

linguistics (pp. 109–119). Oxford: Oxford University Press.

 

Lantolf, J. P. (2004). Overview of sociocultural theory. In O. S.John, K. van Esch, &

E.   Schalkwijk   (Eds.),   New   insights   in   second   language   learning   and teaching(pp. 

13–34).Frankfurt, Germany: Peter Lang.

 

Lantolf,  J.  P.  (2008).  Sociocultural  theory  and  the  teaching  of  second  languages.

London: Equinox.

 

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language 

development. Oxford: Oxford University Press.

 

Larsen-Freeman, D. (1986). Techniques and principles in language teaching. Oxford: Oxford 

University Press.

 

Larsen-Freeman, D. (2000). Techniques & principles in language teaching (2nd ed.).

New York: Oxford University Press.

 

Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal,

52(4), 3-10.

 

Lee,   J.   F.,   &  VanPatten,   B.  (2003). Making  communicative   language   teaching happen. 

Boston: McGraw-Hill.

 

Lee,  K.  R.,&  Oxford,  R.  L.  (2008).  Understanding  EFL  Learners’  strategy use  and strategy 

awareness. Asian EFL Journal, 10, 1-19.

 

Lee, V. H., Ooi, K. B., Tan, B. I., & Chong, A. Y. L. (2010). A structural analysis of the 

relationship between TQM practices and product innovation. Asian Journal of Technology Innovation, 

18(1), 73-96.

 

Lengkanawati, N. (2014). Teachers’ Beliefs About Learner Autonomy and Its Implementation in 

Indonesian EFL Settings https://www.researchgate.net/publication/320133548_Project- 

based_learning_in_promoting_learner_autonomy_in_an_EFL_classroom

 

Lens, W., Matos, L., & Vansteenkiste, M. (2008). Teachers as sources of student motivation: What 

and why of student learning.Retrieved from http://www.publicationethics.org

 

Li, D. (1998). It’s Always More Difficult than You Plan and Imagine: Teachers’ Perceived 

Difficulties in Introducing the Communicative Approach in South

Korea. TESOL Quarterly, pp. 677-703. doi: 10.2307/3588000

 

Li, F. (2010). Relationship between EFL learners’ belief and learning strategy use by

English   majors   in   vocational   colleges.   Journal   of   Language   Teaching &Research, 

1(6), 858-866.

 

Li, J. (2003). US and Chinese cultural beliefs about learning. Journal of Educational Psychology, 

95, 258–267.

 

Li,  J.,  &Qin,  X.  Q.  (2006).  Language  learning  styles  and  strategies of tertiary-level 

English learners in China. RELC Journal, 37(1), 67-89.

 

Li,  Jie,  &  Chun,  Cecilia  Ka-wai.  (2012).  Effects  of  learning  strategies  on  student 

reading literacy performance. Reading, 12(1), 30-38.

 

Liang   Chen.   (2006).   Affective   Factors   and   English   Achievements   of   College 

Students.College English, 1.

 

Liao,  Jiadong.,& Zhao,  Dacheng.  (2012).  Grounded  Theory Approach to  Beginning Teachers’   

Perspectives   of   Communicative   Language   Teaching   Practice   . Electronic Journal of 

Foreign Language Teaching, 9(1), 76–90.

 

Liao, W.-C., Zhao, D. & Sing, T.F. (2012). Risk Attitude & Housing Wealth Effect.

IRES  Working Paper Series. https://doi.org/10.2139/ssrn.1954508

 

Liao, X. Q. (2000).  How CLT Became Acceptable in Secondary Schools in China, The Internet TESOL 

Journal,4(10).Retrieved fromhttp://iteslj.org/Articles/Liao-CLTinChina.html

 

Liao,  Y.F.  (2000).  A  study  of  Taiwanese  Junior  highschool  students’  EFL  learning 

motivation  and learning strategies.  Retrieved  from National Digital Database of Theses  & 

Dissertations in Taiwan.

 

Li,  S.  (2010).  The  effectiveness  of  corrective  feedback  in  SLA:  A  meta-analysis.

Language Learning, 60(2), 309–365.

 

Lightbown, P. M., & Spada, N. (1990).  Focus-on-form and corrective feedback in communicative 

language teaching. Studies in Second Language Acquisition, 12(4), 429-448.

 

Lightbown, Patsy M.,&Spada, Nina. (1997). How languages are learned(7th Impression), Oxford, Oxford 

University Press. (p. 34).

 

Lin, H. F., & Lee, G. G. (2004). Perceptions of senior managers towards knowledge sharing 

behaviour. Management Decision, 42(1), 108-125.

 

Lin,  H.  F.,  &  Lee,  G.  G.  (2005).  Impact  of organizational  learning  and  knowledge 

management  factors  on  e-business  adoption.  Management  Decision,  43(2), 171-188.

 

Lincoln,  Y.  S.,  Lynham,  S.  A.,  &  Guba,  E.  G.  (2011).  Paradigmatic  controversies,

contradictions, and emerging confluences, revisited. In N. K. Denzin & Y. S.

 

Lincoln   (Eds.),   The   SAGE   handbook   of   qualitative   research   (4th   ed.).

Thousand Oaks, CA: SAGE.

 

Linnenbrink,  E.  A.,  &  Pintrich,  P.  R.  (2003).  The  role  of  self-efficacy  beliefs  in 

student   engagement   and   learning   in   the   classroom.   Reading   &Writing Quarterly, 19, 

119-137.

 

Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin: Authentik.

 

Little, D. (1995). Learning as a dialogue: The dependence of learner autonomy on teacher autonomy. 

System, 23(2), 175-181.

 

Little, D. (1996). Autonomy in language learning: Some theoretical and practical considerations. 

InA. Swarbrick (Ed.), Teaching modern languages(pp. 81- 87).London: Routledge.

 

Little D. (2003). Learner autonomy and second/foreign language learning. Subject Centre for 

Languages, Linguistics &Area Studies Guide to Good Practice. Web. Retrieved from 

https://www.llas.ac.uk/resources/gpg/1409

 

Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation 

in Language Learning &Teaching, 1(1), 14–29.

 

Little, D. (2009). Language learner autonomy and the European Language Portfolio: Two L2 English 

examples. Language Teaching,  42, 222-233.

 

Littlewood,    W.    (1981).Communicative    language    teaching:    An    introduction.

Cambridge: Cambridge UniversityPress.

 

Littlewood, W. (1997). Self-access work and curriculum ideologies. In P. Benson &P. Voller (Eds.), 

Autonomy and independence in language learning (pp. 181- 191). London: Longman.

 

Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts.

Applied Linguistics, 20(1), 71-94.

 

Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. 

Language Teaching, 40(3), 243-249. doi: 10.1017/S0261444807004363

 

Litwin, M. S. (1995). How to measure survey reliability and validity. Thousand Oaks, CA:SAGE.

 

Liu,  G.  (2005).  The  trend  &challenge  for  teaching  EFL  at  Taiwanese  universities.

Regional Language Centre Journal, 36(2), 211-221.

 

Liu,  M.  (2007).  Chinese  students’  motivation  to  learn  English  at  the  tertiary  level.

Asian EFL Journal, 9, 126-146.

 

Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and task performance.

Englewood Cliffs, NJ: Prentice Hall.

 

Long,    Donna    Reseigh,       Lee,    James    F,&Vanpatten,    B.    (2003).       Making 

Communicative   Language   Teaching   Happen.   Modern   Language   Journal, 80(2), 236.doi: 

10.2307/328644

 

Lopez, S. P., Peon, J. M. M., & Ordas, C. J. V. (2006). Human resource management as  a  

determining  factor  in  organizational  learning.  Management  Learning, 37(2), 215-239.

 

Lord, F. M., Novick, M. R., & Birnbaum, A. (1968). Statistical theories of mental test scores. 

Reading, MA: Addison-Wesley.

 

Lu, J., Yao, J. E., & Yu, C. S. (2005). Personal innovativeness, social influences and adoption  of 

 wireless  Internet  services  via  mobile  technology.   Journal  of Strategic Information 

Systems, 14(3), 245-268.

 

Lukenchuk,   A.   (Ed.).   (2013).   Paradigms   of   research   for   the   21st   century: 

Perspectives and Examples from Practice (Counterpoints).

 

Lyster, R. (1996). Question forms, conditionals, and second-person pronouns used by adolescent 

native speakers across two levels of formality in written and spoken French.  The  Modern  Language 

 Journal,  80,  165-182.  doi:.10.1111/j.1540- 4781.1996.tb01157.x

 

Macaro, E. (1997). Target language, collaborative learning and autonomy. Clevedon: Multilingual 

Matters.

 

Macaro, E. (2001). Learning strategies in foreign and second language classrooms.

London, UK: Continuum.

 

Macaro, E. (2008). The shifting dimensions of language learner autonomy. In T. Lamb & H. Reinders 

(Eds.), Learner and teacher autonomy: Concepts, realities, and responses(pp. 47-62).

 

MacCallum, R.C., Widaman, K.F., Zhang, S., & Hong, S. (1999). Sample size in factor analysis. 

Psychological Methods, 4, 84-99.

 

MacIntyre,  P.  D.,&  Noels,  K.  A.  (1996).  Using  social-psychological  variables  to predict  

the  use  of  language  learning  strategies.  Foreign  Language  Annals, 29(3),373-386.

 

MacKinnon,  D.  P.,  Lockwood,  C.  M.,  Hoffman,  J.  M.,  West,  S.  G.,  &  Sheets,  V. (2002).  

Acomparison  of  methods  to  test  mediation  and  other  intervening

variable effects. psychological methods, 7, 83–104.

 

Maddux, J. E. (2016). Self-efficacy. In S. Trusz & P. Babel (Eds.), Interpersonal and

intrapersonal expectancies(pp. 55-60). New York: Routledge.

 

Magogwe, J.,& Oliver, Rhonda. (2007). The relationship between language learning strategies, 

proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System,35, 

338-352. doi: 10.1016/j.system.2007.01.003

 

Maio, G. R., & Haddock, G. (2004). Theories of attitude: Creating a witchesbrew. In

G.   Haddock   &   G.   R.   Maio   (Eds.),   Contemporary   perspectiveson   the psychology of 

attitudes (pp. 425-453). New York, NY: Psychology Press.

 

Malhotra,  N.K.  (1993)  Marketing  research:  An  applied  orientation.  Englewood Cliffs, NJ: 

Prentice Hall International.

 

Malhotra,  N.K.  (2002).  Basic  marketing  research:  Applications  to  contemporary issues. 

Englewood Cliffs: NJ: .Prentice Hall International.

 

Malhotra, N.K., Agarwal, J., & Peterson, M. (1996). Methodological Issues in Cross- Cultural    

Marketing    Research:    A    State-of-the-Art    Review.International Marketing Review, 13(5), 

7-43.

 

Malhotra,  N.  K.,  Hall,  J.,  Shaw,  M.,  &  Crisp,  M.  (1996).  Marketing  research:  An 

applied orientation. Sydney, Australia: Prentice Hall.

 

Manan, S. A., David, M. K., & Dumanig, F. P. (2016). English language teaching in Pakistan: 

Language policies, delusions and solutions. In R. Kirkpatrick

(Ed.), English language education policy in Asia (Vol. 11, pp. 219–244): New York, NY: Springer 

International.

 

Mansoor, S. (2002). The role of English in Higher Education in Pakistan (Doctoral thesis). 

Retrieved from http://ethos.bl.uk/DownloadOrder.do?orderNumber=THESIS00584748

 

Mansoor, Sabiha. (2003). Language Planning in Higher Education Issues of Access and Equity. The 

Lahore Journal of Economics, 8, 17-42. doi: 10.35536/lje.2003.v8.i2.a2.

 

Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Linksto proficiency. Modern 

Language Journal, 79(3), 372-386.

 

Manzano, (2015).   English Teachers' Beliefs, Practices, and Problems Encountered in Using 

Communicative Language Teaching (CLT). International Journal of Education & Research, 3(3), 

549-560.

 

Mao, Z. (2011). A study on L2 Motivation and Applications in Reading Class in Senior High School. 

Theory & Practice in Language Studies, 1, 1731-1739.

 

Margolis, H., & McCabe, P. P. (2004). Self-efficacy, a key to improving the

motivation of struggling learners. The Clearing House, 77(6), 241–249.

 

Marsh, H. W. (1990). The structure of academic self-concept: The Marsh/Shavelson

model. Journal of Educational Psychology, 82(4), 623–636. doi:

10.1037/0022-0663.82.4.623

 

Marsh, H. W., Balla, J. R., & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory 

factor analysis: The effect of sample size. Psychological Bulletin, 103(3), 391-410.

 

Marsh, H. W., Barnes, J., Cairns, L., & Tidman, M. (1984). Self-Description Questionnaire: Age and 

sex effects in the structure and level of self-concept for preadolescent children. Journal of 

Educational Psychology, 76(5), 940–956.

 

Marsh, H. W., Hau, Kit-Tai, Artelt, Cordula, Baumert, J., & Peschar, J. L. (2006). OECD's brief 

self-report measure of educational psychology's most useful affective constructs: Cross-cultural, 

psychometric comparisons across 25 countries. International Journal of Testing, 6(4), 311-360.

 

Marsh, H. W., Hau, K.-T., & Wen, Z. (2004). In search of golden rules:Comment on hypothesis-testing 

approaches to setting cutoff values for fit indexes and dangers in overgeneralizing Hu &Bentler's 

(1999)findings. Structural Equation Modelling, 11(3), 320-341.

 

Martin, J. (2006). Social-cultural perspectives in educational psychology. In P. A. Alexander& P. 

H. Winne (Eds.), Handbook of educational psychology (pp. 595–614). Mahwah, NJ: Erlbaum.

 

Martínez-Costa, M., & Jimenez-Jimenez, D. (2008). Are companies that implement TQM better learning 

organizations? An empirical study. Total quality management & Business Excellence, 19(11), 

1101-1115.

 

Martinez-Costa,   M.,  &  Jimenez-Jimenez,   D.  (2009).  The  effectiveness  of  TQM: Thekey   

role   of   organizational   learning   in   small   businesses.   International SmallBusiness 

Journal, 27(1), 98-125.

 

Maruyama,  G.M.  (1998).Basics  of  Structural  Equation  Modelling.     Thousand  Oaks, CA: SAGE..

 

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning:   A  

 meta-analysis   of   studies   conducted   by   Gardner   &associates. Language Learning, 53, 

123-163.

 

Maslow, A.H. (1987). Motivation and personality (3rd ed.). New York, NY: Harper & Row.

 

Mason, M. (2010). Sample Size and Saturation in PhD Studies Using Qualitative Interviews.. Forum 

Qualitative Sozialforschung / Forum: Qualitative Social

Research, 11(3), Art. 8, http://nbn-resolving.de/urn:nbn:de:0114-fqs100387

 

 

Mayberry, R., & Lock, E. (2003). Age constraints on first versus second language

acquisition: Evidence for linguistic plasticity and epigenesis. Brain & Language, 87, 369–384.

 

Mayer, R. E. (1992). Cognition and teaching: Their historic meeting within educational psychology. 

Journal of Educational Psychology, 84, 405-412.

 

Mayer, R. E. (2007). Learning and instruction. Englewood Cliffs, NJ: Prentice Hall. McArthur, T. 

(1998).The  English languages. Cambridge: Cambridge UniversityPress. McCarthy, M. (1991). 

Vocabulary. Oxford: Oxford University Press.

 

McCarthy,  B.  (1980).  The  4MAT  system:  Teaching  to  learning  styles  with  right-left mode 

techniques. Barrington, IL: Excel.

 

McClusky,  H.  Y.  (1963).  Course  of  the  adult  life  span.  In  W.  C.  Hallenbeck  (Ed.), 

Psychology  of  adults  (pp.  10-20).Chicago,  IL:  Adult  Education  Association  of U.S.A.

 

McCombs, B.L., & Marzano, R.J. (1990). Putting the self in self-regulated learning: The self as 

agent in integrating will and skill. Educational Psychologist, 25, 51- 69.

 

McCroskey, J. C., & McCroskey, L. L. . (2013).Self-Perceived Communication Competence Scale(SPCC). 

Measurement Instrument Database for the Social Science. Retrieved from www.midss.ie

 

McDonough, Jo,& Shaw, C. (2003).Materials and methods in ELT (2nd ed.). Oxford: Blackwell.

 

McDonough, S. H. (1999). Learner strategies: State of the art article. Language Teaching, 32, 1–18.

 

McGroarty, M. (l984). Some meanings of communicative competence for second language students. TESOL 

Quarterly, 18, 257–272.

 

McIntyre, R. P., Capen, M. M., & Minton, A. P. (1995). Exploring the psychological foundations of 

ethical positions in marketing. Psychology & Marketing, 12(6), 569–582.

 

McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and 

approaches.Oxford: Oxford University Press.

 

McKay, S. L. (2003). Towards an appropriate EIL pedagogy: Re-examining common ELT assumptions. 

International Journal of Applied Linguistics, 13(1), 1-22. doi:

10.1111/1473-4192.00035

 

McMillan, J.,& Schumacher, S. (2010). Research in education: Evidence-based inquiry.

Boston, MA: Pearson.

 

McNamara, T. (2006). Validity in language testing: The challenge of Sam Messick's legacy. Language 

Assessment Quarterly: An International Journal, 3(1), 31-51.

 

McNamara, T. F. (1995, June). Modelling performance: Opening Pandora's box. Applied Linguistics, 

16(2),159–179.

 

Morgan, J. L & Sellner, M. B. (1980). Discourse and linguistic theory. In R. J. Spiro, B. C 

Bertram, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: 

Erlbaum.

 

McNealy, K., Mazziotta, J. C., & Dapretto, M. (2011). Age and experience shape developmental 

changes in the neural basis of language-related learning.

Developmental Science, 14(6), 1261-1282. doi:10.1111/j.1467- 7687.2011.01075.x

 

Meade, A. W., Johnson, E. C., & Braddy, P. W. (2008). Power and sensitivity of alternative fit 

indices in tests of measurement invariance. The Journal of Applied Psychology, 93, 568-592. 

doi:10.1037/0021-9010.93.3.568

 

Mehmood, T., Uzma Perveen, Aroona Hashmi, Shakoor, T., Hussain, T., & Ali, S. (2012). Analysis of 

grade three students performance in the subject of English in Pakistan. American International 

Journal of Contemporary Research, 2(11).

Retrieved from http://www.aijcrnet.com/ journal/index/355

 

Mergel, B. (1998). Instructional design &learning theory. Retrieved from 

15www.a3net.net/elearning/Instructional_design-comparison-mergel.pdf

 

Merriam, S. B., Caffarella, R. S., &Baumgartner, L. M. (2007). Learning in adulthood: A 

comprehensive guide. San Fransisco, CA: Jossey-Bass.

 

Merriam, S. B., & Simpson, E. L. (2000). A guide to research for educators and trainers.Merrill. 

 

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, 

CA: Wiley.

 

Messick, S.(1984). The nature of cognitive styles, Problems and promises in educational practice.   

       Educational          Psychologist,          19(2),          59-74.          doi: 

10.1080/00461528409529283

 

Messick, S.(2014). Response To Changing Assessment Needs: Redesign Of The National Assessment  Of  

Educational  Progress, ETS  Research  Report  Series, 1984,  2, (i- 24), (2014). Wiley Online 

Library.

 

Meyers,  L.,  Gamst,  G.,  &  Guarino,  A.  (2013).  Applied  multivariate  research:  Design and 

interpretation. Los Angeles, CA: SAGE.

 

Mezirow,  J.  (1991).  Transformative  dimensions  of  adult  learning.  San  Francisco,  CA:

Jossey-Bass.

 

MFEPTP. (2018). Ministry of Federal Education and Professional Training  of

Pakistan.http://mofept.gov.pk/SiteImage/Policy/National%20Eductaion%20Policy

%20Framework%202018%20Final.pdf (sic)

 

Milivojevic, Vucas. (2014). Examining the Relationship Between: English as Second Language on 

self-esteem, self-efficacy, confidence, stress and anxiety. (BA thesis, Dublin Business School, 

Dublin).

 

Miller,  G. A  (1956). The Magical number seven plus or minus two: Some limits on our capacity for 

processing information. Psychological Review, 63, 81-87.

 

Mills, N. (2014). Self-efficacy in second language acquisition. In S. Mercer & M. Williams (Eds.), 

Multiple perspectives on the self in SLA (pp. 6-22). Bristol: Multilingual Matters.

 

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(2), 276-294. doi: 10.1111/j.1944- 9720.2006.tb02266.x

 

Mills,  Nicole,  Pajares,  F.,  &  Herron,  C.  (2007).  Self-efficacy  of  college  intermediate 

French  students:  Relation  to  achievement  and  motivation. Language  Learning, 57(3), 417–442. 

https://doi.org/10.1111/j.1467-9922.2007.00421.x

 

Milroy,   J.,   &Milroy,   L.   (1985).   Linguistic   change,   social   network   and   speaker 

innovation.Journal of Linguistics, 21, 339–84.

 

Ming, T. S., Ling, T. S., & Jafaar, N. M. (2011). Attitudes and motivation of Malaysian secondary 

students towards learning English as a second language: A case study. 3L: The Southeast Asian 

Journal of English Language Studies, 17(1), 40-54.

 

Mitchell Jr, J. V. (1992). Interrelationships and predictive efficacy for indices of intrinsic and 

extrinsic, and self-assessed motivation for learning. Journal of Research & Development in 

Education, Germantown, 25(3), 149-155.

 

Mitchell, T. (1982). Motivation: New directions for theory research and practice.

Academy of Management Review, 7(1), 80-88.

 

Mitchell, V.W. (1994). Using industrial key informants: Some guidelines.Journal of the Market 

Research Society, 36(4), 139-145.

 

Mohamad  Azrien,  Mohamed  Adnan,  &  Shukeri  Mohamad.  (2011).  Language  learning strategies  

and  self  efficacy  belief  in  Arabic  language  learning:  A  Malaysian context. ASEAN Journal 

of Teaching & Learning in Higher Education, 3(2), 48- 59.

 

Moiinvaziri, M. (2009). Motivational Orientation in English Language Learning: A Study of Iranian 

Undergraduate Students. Retrieved from

http://www.usingenglish.com/articles/moal-orientation-in-english-learning.html

Molina,  L.  M.,  Montes,  J.  L.,  &  Fuentes,  M.  (2004).  TQM  and  ISO  9000  effects  on 

knowledge      transferability      and      knowledge      transfers.      Total      Quality 

Management,15(7), 1001-1015.

Molina, L. M., Montes, J. L., & Ruiz-Moreno, A. (2007). Relationship between quality management    

practices    and    knowledge    transfer.    Journal    of    operations management, 25(3), 

682-701.

 

Moore, K. D. (2000). Classroom teaching skills (5th ed.). New York: McGraw- Hill.

 

Morek,  M.  (2015).  Show  that  you  know.  Explanations,  interactional  identities  and 

epistemic  stance-taking  in  family  talk  and  peer  talk. Linguistics  and  Education, 18(31), 

238–259.

 

Moreno, R.  (2018). Student cognition of self-efficacy in the foreign language classroom: A 

design-based research study. Retrieved 

fromhttps://www.researchgate.net/publication/324781204_Student_perceptions_o 

f_self-efficacy_in_the_foreign_language_classroom_A_design- based_research_study

 

Morgan,  G.,&Smircich,  L.  (1980).  The  case  for  qualitative  research.  The  Academy  of 

Management Review, 5(4), 491-500.

 

Morgan,    G.    A.,    Gliner,    J.    A.,    &    Robert,    J.    (2005).    Understanding    

and evaluatingresearch in applied and clinical settings. Mahwah, NJ: Erlbaum.

 

Morgan, R.M. &Hunt, S. (1999). Relationship-based competitive advantage: The role of relationship 

marketing in marketing strategy.Journal of Business Research, 46(3), 281-290.

 

Morgan,  R.M.,&Hunt,  S.D.  (1994).  The  Commitment-Trust  Theory  of  Relationship Marketing., 

Journal of Marketing 58(3), 20-38.

 

Morrison, K. R. B. (1993). Planning and accomplishing school-centred evaluation.

Dereham, UK: Peter Francis.

 

Morse, J. M. (2005). Evolving trends in qualitative research: Advances in mixed-method design. 

Qualitative Health Research, 15(5), 583-585.

 

Muhammad  Z.   (2016).  Pakistani  government   secondary  schools  students’  attitudes towards 

Communicative Language Teaching and Grammar Translation in Quetta, Balochistan. English Language 

Teaching, 9(3).

 

Muhammad, S. (2011). L2 reading instruction and reading beliefs of English teachers in public 

sector universities in Pakistan (Unpublished M.A. thesis,.Northern Arizona University, Flagstaff).

 

Munby,  J.  (1978).  Communicative  syllabus  design.  Cambridge:  Cambridge  University ress.

 

Mundfrom, D.J., Shaw, D.G., & Ke, T.L. (2005). Minimum sample size recommendations for conducting 

factor analyses. International Journal of Testing, 5(2), 159-168.

 

Murase, F. (2007). Operationalising the construct of learner autonomy: A preliminary study for 

developing a new measure of language learner autonomy. Paper presented at the  Independent Learning 

Association 2007 Japan Conference: Exploring Theory, Enhancing Practice, held in Kanda University 

of International Studies, Chiba, Japan.

 

Muthén, L. K., & Muthén, B. O. (1998-2010). Mplus User's Guide: Statistical analysis with latent 

variables (6th ed.). Los Angeles,CA: Muthén & Muthén.

 

Muthén, L. K., & Muthén, B. O. (2012). Chi-square difference testing using the Satorra- Bentler     

            Scaled                 Chi-Square.                 Retrieved                 from 

http://www.statmodel.com/chidiff.shtml

Nabaho, L., Oonyu, J., & Aguti, J. N. (2017). Good teaching: Aligning student and administrator 

perceptions and expectations.  Higher Learning Research Communications, 7(1). doi: 

10.18870/hlrc.v7i1.321

 

Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner.

Toronto, Canada: Ontario Institute for Studies in Education.

 

Najeeb, S. S. (2013). Learner autonomy in language learning. Procedia-Social &Behavioral Sciences, 

70, 1238-1242. doi: 10.1016/j.sbspro.2013.01.183

 

Naouel,  Miss  B.  (2015).     The  Role  of  Foreign  language  Learners’  Self-esteem  in 

Enhancing Their Oral Performance. Express.   An International Journal of Multi- Disciplinary 

Research,  2.2.

 

Nasir, L., Naqvi, S. M., & Bhamani, S. (2013). Enhancing students’ creative writing skills: An 

action research project.  Acta Didactica Napocensia, 6(2), 27–32.

 

Nasser-Abu  Alhija,  Fadia.  (2004).  Structural  Model  of  the  Effects  of  Cognitive  and 

Affective Factors on the Achievement of Arabic-Speaking Pre-service Teachers in Introductory        

Statistics.        Journal        of        Statistics        Education,12(1). 

www.amstat.org/publications/ jse/v12n1/nasser.html

 

National Education Policy. (2017). The Ministry of Federal Education and  Professional Training 

Government of Pakistan http://www.moent.gov.pk/userfiles1/file/National%20Educaiton%20Policy%2020 

17.pdf

 

National Education Policy Framework NEPF.(2018). Ministry of Federal Education and professional 

training Islamabad. Retrieved 

fromhttp://aserpakistan.org/document/2018/National_Eductaion_Policy_Framewo

018_Final.pdf

 

Navita.  (2016).  Role  of Self-esteem  in  English  Speaking  Skill  in  Adolescent  Learners.

Research Journal of English Language & Literature (RJELAl), 4(4), 216-220.

 

Nelson, C. L. (1995). Intelligibility and world Englishes in the classroom. World Englishes, 14(2), 

273-279.doi: 10.1111/j.1467-971X.1995.tb00356

 

Nguyen, T. N. (2014). Learner autonomy in language learning: Teachers’ beliefs

(Doctoral dissertation, Queensland University of Technology, Australia.

 

Noels, K. A. (2001). New orientations in language learning motivation: Towards a Model of 

Intrinsic, Extrinsic, and Integrative Orientations and  Motivation. In Z. Dörnyei, & R. Schmidt 

(Eds.), Motivation and Second Language Acquisition (pp. 43-68). Honolulu, HI: University of Hawaii 

Press.

 

Noels, K., Pelletier, L. G., Clement, R., & Vallerand, R. (2003). Why are you learning a second 

language? Motivational orientations and self-determination theory.

Language Learning, 53, 33– 64.

 

Nolen,   S.   B.   (1988).   Reasons   for   studying:   Motivational   orientations   and   study 

strategies. Cognition &Instruction, 5, 269–287.

 

Norman, G. R. (1999). The adult learner: A mythical species. Acad Medicine,74(1), 886– 889.

 

North Carolina Center for Public Health Preparedness. (2012). Two-stage cluster sampling: General 

guidance for use in public health assessments. Retrieved from 

http://cphp.sph.unc.edu/PHRST5/TwoStageSampling.pdf

 

Norton, B. P. (2000). Identity and language learning: Gender, ethnicity and educational change. 

Singapore: Longman.

 

Nosratinia,   Mania,   Zahra   Mojri,   &Elnaz   Sarabchian.   (2014).       Exploring   The 

Relationship  Between  EFL  Learners’  Language  Learning  Styles  and  Strategies. International   

Journal   of   Language   Learning   &   Applied   Linguistics   World (IJLLALW), 5(2). 

www.ijllalw.org

NQF 2015  (National Qualification Framework 2015 Pakistan) 

http://hec.gov.pk/english/services/universities/pqf/Pages/default.aspx

 

Nunan, D. (1987). Communicative language teaching: Making it work. ELT Journal,

41(2), 136-145. doi: 10.1093/elt/41.2.136

 

Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.

 

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University 

Press.

 

Nunan, D. (1991a). Communicative Tasks and the Language Curriculum. TESOL

Quarterly, 25(2), 279-295. doi:.10.2307/3587464

 

Nunan, D. (1991b). Language teaching methodology: A textbook for teachers. New

York, NY: Prentice Hall.

 

Nunan, D. (1995). Closing the gap between learning and instruction, TESOL Quarterly, 29(1).

 

Nunan, D. (1997). Designing and Adapting Materials to Encourage Learner Autonomy.

In P. Benson, & P. Voller (Eds.),Autonomy and independence in language learning(pp. 192-203). 

London: Longman.

 

Nunan, D. (2000). Autonomy in language learning. Paper presented at the ASOCOPI 2000 Conference, 

Cartengena, Columbia. Retrieved from http://www.nunan.info/presentations/autonomy_lang_learn.pdf

 

Nunnally,  J.  C., & Bernstein,  I. H. (1994).  Psychometric  theory.  New York: McGraw- Hill.

 

Nyinondi, Onesmo & Mhandeni, Abdulkarim Shaban,& Mohamed, Hashim. (2017). The use of communicative 

language teaching approach in the teaching of communication skills courses in Tanzanian 

universities. International Journal of Research Studies in Language Learning,6, 89-99. doi: 

10.5861/ijrsll.2016.1528.

 

O'Donnell, A. M., & Dansereau, D. F. (1992). Scripted cooperation in student dyads: A method for 

analyzing and enhancing academic learning and performance. In R. Hertz-Lazarowitz& N. Miller(Eds.), 

Interaction in cooperative groups: The   theoretical   anatomy   of   group   learning   (pp.   

121–140).New   York: Cambridge University Press.

 

OECD   Organisation   for   Economic   Co-Operation   &Development.   (2007-2016). Qualifications 

Systems: Bridges to Lifelong Learning.  Education & Training Policy. Paris, France: Author.

 

Olinsky,  A.,  Chen,  S.,  &  Harlow,  L.  (2003).  The  comparative  efficacy  of  imputation 

methods for  missing  data in structural equation modelling.  European  Journal  of Operational 

Research, 151(1), 53-79.

 

Olivares-Cuhat, G. (2002). Learning  strategies,  writing  textbooks &achievement  in  the Spanish 

classroom: A case study. Foreign Language Annals35(5), 561-57

 

Oliver, B., Harlaar, N., Hayiou, T., Marianna, E., Kovas, Y., & Walker, S. O. (2004). A twin study 

of teacher-reported mathematics performance and low performance in 7-year-olds. Journal of 

Educational Psychology, 96, 504–517.

 

O’Malley,   J.,&   Chamot,   A.   U.(1990).   Learning   strategies   in   second   language 

acquisition. Cambridge University Press.

 

O'Malley, Chamot, Stewner-Manzanares, Russo, & Küpper (1985a). Learning Strategies Used  by  

Beginning  &  Intermediate  ESL  Students.  Online  Library  Wiley,  35(1),

21-46 doi: 10.1111/j.1467-1770.1985.tb01013.x

 

O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, P., & Küpper, L.

(1985). Learning strategy applications with students of English as a Second Language. TESOL 

Quarterly, 19(3), 557-584.

 

Omar, N. H., Manaf, A. A., Mohd, R. H., Kassim, A. C., & Aziz, K. A. (2012).

Graduates’ employability skills based on current job demand through electronic advertisement. Asian 

Social Science, 8(9), p. 103.

 

O'Neil, G., & McMahon, T. (2005).Student-centered learning: What does it mean for students and 

lecturers? Retrieved from http://www. aishe.org /readings /2005- 1/index.html

 

O’Neill, P., Adler-Kassner, L., Fleischer, C., & Hall, A. (2012). Creating the framework for 

success in postsecondary writing. College English, 74(6), 520-524.

 

Onwuegbuzie, A. J. (2003). Modelling statistics achievement among graduate students.

Educational & Psychological Measurement, 63(6), 1020- 1038.

 

Ooyoung Pyun (2013). Attitudes Towards Task?Based Language Learning: A Study of College Korean 

Language Learners.   doi: 10.1111/flan.12015

 

Oppenheim, A. (1992). Questionnaire design, interviewing and attitude measurement.

New York: Basic Books.

 

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues. Needham 

Heights, MA: Allyn & Bacon.

 

Oroujlou, N., &Vahedi, M. (2011). Motivation, attitude, and language learning, Procedia

- Social & Behavioral Sciences, 29, 994-1000.

 

Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language 

Acquisition, 21, 109-148.

 

Ortega, L. (2007). Meaningful L2 practice in foreign language classrooms: A cognitive- 

interactionist SLA perspective. In R. DeKeyser (Ed.), Practice in a second language: Perspectives 

from applied linguistics and cognitive psychology(pp.

180-207). Cambridge, UK: Cambridge University Press.

 

Ortega, L. (2009).Understanding Second Language Acquisition, Understanding Language Series, London: 

Hodder Education..

 

Osborne,  J.  W.   &  Jones,  B.D.(2011).  Identification  with  Academics  &  Motivation  to 

Achieve    in    School.    Educational    Psychology    Review,    23(1),    131-158. 

doi:10.1007/s10648-011-9151-1

 

Othman, N. A. (2016).  Perceptions of Learner Autonomy in English Language Education in Brunei 

Darussalam. Retrieved

fromhttps://www.researchgate.net/profile/Noor_Azam_Haji-Othman

 

 

Oxford,  Crabbe,  D.  (1993).  Fostering  autonomy  within  the  classroom:  The  teachers’

responsibility. System, 21(4), 443-52.

 

Oxford,  R.  L.  &  Shearin,  J.  Language  learning  motivation:  Expanding  the  theoretical 

framework. Modern Language Journal, 78, 12-28. 1994.

 

Oxford, GALA (2003). Retrieved fromhttp://web.ntpu.edu.tw/%7elanguage/workshop/read2.pdf

 

Oxford, R. (1989a). The Role of Styles and Strategies in Second Language Learning.

ERIC Digest, ERIC Clearinghouse on Languages & Linguistics (pp. 1-9).

 

Oxford, R.(1989b). The use of language learning strategies: A synthesis of studies with 

implications for strategy training. System, 12(2), 235-247.

 

Oxford,   R.   (1990a).   Language   learning   strategies:   What   every   teacher   should 

know(pp.284-297).Boston: Heinle & Heinle.

 

Oxford, R. L. (1990b). Styles, strategies, and aptitude: Connections for langue learning. In T. S. 

Parry & C. W. Stansfield (Eds.),Language aptitude reconsidered (pp. 67- 125). Englewood Cliffs, NJ: 

Prentice Hall.

 

Oxford, R. (1993). Research on second language strategies. Annual Review of Applied Linguistics, 

13, 175- 187.

 

Oxford, R. (1994). Language learning motivation: Expanding the theoretical framework.

The Modern Language Journal, 78(1), 12-28.

 

Oxford, R. L. (1996). Language learning strategies around the world: Cross-cultural perspectives. 

Honolulu, HI: University of Hawai'i at M?noa, Second Language Teaching & Curriculum Center, .

 

Oxford, R. (2003). Towards a more systematic model of L2 learner autonomy. In D. Palfreyman & R. 

Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 75- 91). New 

York: Palgrave Macmillan.

 

Oxford, R. L. (2003). Language learning styles &strategies: Concepts and relationships. 

International Review of Applied  Linguistics in Language Teaching, 41(4), 271– 278.

 

Oxford,  R.L.,  (2005).  Language  learning  strategies:  What  every  teacher  should  know.

Boston, MA: Heinle & Heinle.

 

Oxford, R. L. (2011a). Strategies for learning a second or foreign language. Language Teaching, 

44(2), 167–180. doi: 10.1017/S0261444810000492

 

Oxford, R. L. (2011b). Teaching and researching language learning strategies. Harlow,

Essex, UK: Pearson Longman.

 

Oxford, R. (2013). Teaching and researching language learning strategies. New York:

Routledge.

Oxford, R. L. (2013). Individual differences. In P. Robinson (Ed.), Routledge

encyclopedia of second language acquisition (2nd ed.). London: Routledge.

 

Oxford, R.L., & Anderson, N. (1995).  State of the art: A cross-cultural view of language learning 

styles. Language Teaching,28(1), 201-215.

 

Oxford, R. L., & Burry-Stock, J. A. (1995). Assessing the use of language learning strategies 

worldwide with the ESL/EFL version of the Strategy Inventory for Language Learning (SILL). System, 

23(1), 1–23.

 

Oxford, R. L., & Ehrman, M. E. (1993). Second language research on individual differences.  In W. 

Grabe (Ed.), Annual review of applied linguistics (pp.188– 205). Cambridge, England: Cambridge 

University Press.

 

Oxford, R. L., & Ehrman, M. E. (1995). Adults’ language learning strategies in an intensive foreign 

language program in the United States. System,23(3), 359–386.

 

Oxford, R. L., Lavine, R. Z., Felkins, G., Hollaway, M. E., &Saleh, A. (1996). Telling their  

stories:  Language  students  use  diaries  and  recollection.  In  R.  L.  Oxford (Ed.), Language 

learning strategies around the world: Cross-cultural perspectives (pp. 19-34). Manoa, HI: 

University of Hawaii Press.

 

Oxford,   R.,&   Nyikos,M.   (1989).   Variables   affecting   choice   of   language   learning 

strategies   by   university   students.   Modern   Language   Journal,   73,   291-300. 

doi:10.1111/j.1540-4781.1989.tb06367.x

 

Oxford,   R.,   &  Shearin,   J.,   (1994).   Language   learning   motivation:   Expanding   the 

theoretical framework.The Modern Language Journal,78(1), 12-28.

 

Oxford, R.L., & Shearin, J. (1996). Language learning motivation in a new key. In R.L. Oxford 

(Ed.), Language motivation: Pathways to the new century (pp. 121-144). Manoa, HI: University of 

Hawai’i Second Language  Teaching  & Curriculum Center.

 

Ozmon, H. A., & Craver, S. M. (2008). Philosophical foundations of education(8th ed).

 

Pae, T.,& Shin, S. (2011). Examining the effects of differential instructional methods on the model 

of foreign language achievement. Learning and Individual Differences, 21(1), 215 – 222.

 

Pajares,  F.  (1996).  Self-Efficacy  beliefs  in  academic  settings.  Review  of  Educational 

Research, 66(4), 543-578.

 

Pajares, F. (2002). Self-efficacy beliefs in academic contexts..

http://des.emory.edu/mfp/efftalk.html

 

Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In

D.  Schunk  &  B.  Zimmerman  (Eds.),  Motivation  and  self-regulated  learning: Theory, research, 

and applications (pp.111-140). Hillsdale, NJ: Erlbaum.

 

Pajares,  F.,  Britner,  S.  L.,  & Valiante,  G. (2000). Relation between achievement  goals and  

self-beliefs  of  middle  school  students  in  writing  &science.  Contemporary Educational 

Psychology, 25(4), 406-422.

 

Pajares, F., Hartley, J., & Valiente, G. (2001). Response format in writing self-efficacy 

assessment: Greater discrimination increases prediction. Measurement &Evaluation in Counseling & 

Development, 33(4), 214-221. Retrieved from http://www.uky.edu/~eushe2/Pajares/PHV2001MECD.html

 

Pajares,  F.,& Johnson,  M.  (1994).  Confidence  and  competence  in writing:  The  role  of 

self-efficacy, outcome expectation, and apprehension. Research in the Teaching of English, 28(3), 

313-331.

 

Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering 

high school students. Psychology in the Schools, 33(2), 163-175.

 

Pajares, F., & Urdan, T. (Eds.). (2006). Self-efficacy beliefs of adolescents. Greenwich, CT: 

Information Age.

 

Pajares,  F.,  &  Valiante,  G.  (1997).  Influence  of  self-efficacy  on  elementary  students’ 

writing. The Journal of Educational Research,90(6), 353- 360.

 

Pajares,   F.,&  Valiante,   G.  (2006).  Self-efficacy  beliefs  and   motivation  in  writing 

development.  In  C.  MacArthur,  S.  Graham&  J.  Fitzgerald  (Eds.),  Handbook  of writing 

research (pp.158-170). New York, NY: The Guilford Press.

 

Pakistan Education Statisitcs(2015-2016) 

http://library.aepam.edu.pk/Books/Pakistan%20Education%20Statistics%202015- 16.pdf

 

Palfreyman, D. (2003). Introduction: Culture and learner autonomy. In D. Palfreyman &

R. C. Smith (Eds.), Learner autonomy across cultures (pp.1–19). New York NY: Palgrave Macmillan.

 

Pallant,  J.  (2010).  SPSS  survival  manual:  A  step  by  step  guide  to  data  analysis  using 

SPSS. Open University Press.

 

Pallotti, G. (2010). Doing interlanguage analysis in school contexts. In I. Bartning, M. Martin, & 

I. Vedder (Eds.), Communicative proficiency and linguistic development: intersections between SLA 

and language testing research (Vol. 1, pp. 159-190). Eurosla. Retrieved from

http://eurosla.org/monographs/EMhome.html

 

Panezai, S. G. & Channa, L. A. (2017). Pakistani government primary school teachers

and the English textbooks of Grades 1–5: A mixed-methods teachers’-led evaluation. Cogent 

Education, 4(1). doi:10.1080/233118 6x.2016.1269712.

 

Panhwar, A.H., Baloch, S., & Khan, S. (2017). Making Communicative Language Teaching Work in 

Pakistan. International Journal of English Linguistics, 7, 226.

 

Papi,  Mostafa.  (2010).  The  L2  motivational  self  system,  L2  anxiety,  and  motivated 

behavior:  A  structural  equation  modelling  approach.  System.  38,  467-479.  doi: 

10.1016/j.system.2010.06.011

 

Parasuraman,   A.,   Zeithaml,   V.   A.,   &   Berry,   L.   L.   (1991).   Refinement    and 

reassessmentof the SERVQUAL scale. Journal of Retailing, 67(4), 420-450.

 

Park,  G.  P.  (1997).  Language  learning  strategies  and  English  proficiency  in  Korean 

University students. Foreign Language Annals,30(2), 211-221.

 

Parks, S., & Raymond, P. (2005). Strategy use by nonnative-English-speaking students in  an  MBA  

program:  Not  business  as  usual!  Modern  Language  Journal,88(3), 374-389.

 

Patel, M. F., & Jain, P. M. (2008). English language teaching:Methods, tools and 

techniques.https://www.worldcat.org/title/english-language-teaching-methods- 

tools-techniques/oclc/656364220

 

Patton, M. (1990). Qualitative evaluation and research methods. Beverly Hills, CA: Sage.

 

Peacock,   M.   (2001).   Pre-Service   ESL   Teachers'   Beliefs   about   Second   Language 

Learning:   A  Longitudinal  Study.   System,   29.  177-195.   doi:  10.1016/S0346- 

251X(01)00010-0

 

Peacock,  M.,  &  Ho,  B.  (2003).  Student  language  learning  strategies  across  eight 

disciplines. International Journal of Applied Linguistics,13(2), 179-200.

 

Pekrun,  R.  (1992).  The  impact  of  emotions  on  learning  and  achievement:  Towards  a theory 

of cognitive/motivational mediators. Applied Psychology: An International Review, 41(4), 359–376.

 

Pelly, C., Tan, M. Y., & Zhang, D. (2009). Communication skills for teachers. Singapore: McGraw- 

Hill.

 

Penner, J. (1995). Change and conflict: Introduction of the communicative approach in China. TESL 

Canada Journal,12(2), 1–17.

 

Pennycook, A. (1985). Actions speak louder than words: Paralanguage, communication

and education. TESOL Quarterly, 19, 259-282.

 

Pennycook, A. (1994). The cultural politics of English as an international

language.London: Longman.

 

Perry, C. (1994). A structured approach to presenting PhD thesis: Notes for candidates and   their  

 supervisors.   Paper   presented   to   the   ANZ   Doctoral   Consortium, University of Sydney 

(pp.1-32).

 

Perry, C. (1998). Processes of a Case Study   Methodology for  postgraduate research in 

Marketing.European Journal of Marketing,32(9/10), 785-802.

 

Perry,  N.,  VandeKamp,  K.,  Mercer,  L.,  &Nordby,  C.  (2002).  Investigating  teacher- student  

interactions that  foster self-regulated  learning.  Educational  Psychologist, 37(1), 5-15.

 

Peter,  S.E.,  Bacon,  E.,  &  Dastbaz,  M.  (2009).  Learning  styles,  personalization  and 

adaptable   e-learning.   In   J.   Uhomoibhi,,   Margaret   Ross&   G.   Staples(Eds.), Fourteenth 

International Conference on Software Process Improvement Research, Education  &Training,  INSPIRE  

2009.  The  British  Computer  Society,  Swindon, UK(pp. 77-87).

 

Phakiti,   A.   (2006).   Modelling   cognitive   and   metacognitive   strategies   and   their 

relationships  to  EFL  reading  test  performance.  Melbourne  Papers  in  Language Testing, 1(1), 

53 – 95.

 

Phakiti,  A.  (2008).  Strategic  competence  as  a  fourth-order  factor  model:  A  structural 

equation modelling approach.  Language Assessment Quarterly, 5(1), 20 – 42.

 

Pham, T. T. H., &  Renshaw, P. (2013). How to enable Asian teachers to empower students to adopt 

student-centred learning. Australian Journal of Teacher Education, 38(11), 65–85. doi:10.14221/ 

ajte.2013v38n11.4

 

Phillips,  V.  (1991).  A  look  at  learner  strategy  use  &  ESL  proficiency.  CATESOL Journal, 

4, 57-67.

 

Piaget, J. (1972). To understand is to invent. New York, NY: Viking Press. Piaget, J. (1973). To 

understand is to invent. New York, NY: Grossman.

 

Piaget, J. (1977). Equilibration of cognitive structures.New York, NY: Viking Press.

 

Pica,   T.   (1987).   Interlanguage   adjustment   as  out   come   of  NS-NNS   negotiated 

interaction. Language Learning, 38(1), 45–73.

 

Pierce, J. L., Gardner, D. G., Cummings, L. L., & Dunham, R. B. (1989). Organization- based 

self-esteem: Construct definition, measurement, and validation. Academy of

Management Journal, 32(3), 622-648.

 

Pietsch, J., Walker, R.,& Chapman, E. (2003). The relationship among self-concept, self-

efficacy,  &  Performance  in  mathematics  during  secondary  school.  Journal  of Educational 

Psychology, 95(3), 589-603.

 

Ping  Jr.,  R.A.  (2004).  On assuring  valid  measures  for  theoretical  models using  survey 

data., Journal of Business Research  57, 125-141.

 

Pintrich, R.R. (2000). Multiple goals, multiple pathways: The role of goal orientations in learning 

and achievement. Journal of Educational Psychology,92, 544-555

 

Pintrich,  P.R.  (2003).  A  motivational  science  perspective  on  student  motivation  in 

teaching & learning contexts. Journal of Educational Psychology, 95(4), 667-686.

 

Pintrich, P. R., &DeGroot, E. (1990). Motivational &self-regulated learning components of classroom 

 academic  performance.  Journal  of  Educational  Psychology,  82(1), 33-40.

 

Pintrich, P. R., Roeser, R., & De Groot, E. (1994). Classroom and individual differences in  early  

adolescents’  motivation  and  self-regulated  learning.  Journal  of  Early Adolescence, 14(2), 

139-161.

 

Pintrich,  P.,  Ryan,  A.  M.,  &  Patrick,  H.  (1998).  The  differential  impact  of task  value 

&masteryorientation on males &females’ self-regulated learning. In L. Hoffmann,

A.   Krapp,K.   A.   Renninger,   &   J.   Baumert   (Eds.),   Interest   and   learning: 

Proceedings of  the  Seeon Conference  on  Interest  & Gender  (pp.337–353). Kiel, Germany: IPN.

 

Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: theory, research and 

applications. Englewood Cliffs: NJ: PrenticeHall.

 

Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education. Englewood Cliffs, NJ: Prentice 

Hall.

 

Podsakoff,  P.  M.,  MacKenzie,  S.  B.,  Lee,  J.  Y., &  Podsakoff,  N.  P.  (2003).  Common 

method   variance   in   behavioral  research:   A  critical  review   of  the   literature 

&recommended remedies. Journal of Applied Psychology, 88(5), 879-903.

 

Politzer,  R.  (1983).  An  exploratory study of self-reported  language  learning  behaviors and 

their relation to achievement. Studies in Second Language Acquisition,6, 54- 65.

 

Pomerantz, A. (2006). Language ideologies and the production of identities: Spanish as a resource  

for  participation  in a  multilingual  marketplace.  Multilingual  Journal  of Cross-Cultural 

&Interlanguage Communication, 21(2-3), 275-302.

 

Powell, R. (1998). Considering a framework in which to examine the  role of language

laws and policies in former British colonies. Tokyo, Japan: Nihon University.

 

Prajogo, D. I., & Cooper, B. K. (2010). The effect of people-related TQM practices on job   

satisfaction:   A   hierarchical   model.   Production   Planning   &   Control: TheManagement of 

Operations, 21(1), 26-35.

 

Pritchard, A. (2008). Ways of learning: Learning theories and learning styles in the classroom (2nd 

ed.). Abingdon, England: Routledge.

 

Prussia, G. E., Anderson, J. S., & Manz, C. C. (1998). Self-leadership and performance outcomes: 

The mediating influence of self-efficacy. Journal of Organizational Behavior, 19(1), 523-538. doi: 

10.1002/(SICI)1099-1379(199809)19:5<523::AID- JOB860>3.0.CO;2-I

 

Punch, K. F. (2000). Developing effective research proposals. London, England: SAGE.

 

Punch,  K.  F.,&  Punch,  K.  (2005).  Introduction  to  social  research:  Quantitative  and 

qualitative approaches. London:Sage.

 

Purcell,  E.T.  (1983).  Models  of pronunciation  accuracy.  In  J.  W.  Oller(Ed.),  Issues  in 

language testing research, 1, 133–53. Rowley, MA: Newbury House.

 

Purpura,  J.  E.,&  Cushing,  S.  T.  (1993).  Learner  strategy  use  and  performance  on 

language  tests:  A  structural  equation  modelling  approach.Cambridge,  England: Cambridge 

University Press.

 

Qi, H. B. (2002). A probe  into the theoretical support for learner autonomy.  Shandong Foreign 

Languages Journal,5, 83-86.

 

Qin,     Xiaoqing.  (2003).Individual  factors  influencing  competence  in  L2  academic writing. 

Journal of Quantitative Linguistics,24(2-3), 213-240.

 

Qutoshi, S. B., & Poudel, T. (2014, March). Student-centred approach to teaching: What does it mean 

for the stakeholders of a community school in Karachi, Pakistan?

Journal of Education &Research, 4(1), 24–38. doi:10.3126/jer.v4i1.9620

 

Radzi, A. (2007). Adopting Communicative Language Teaching (CLT) Approach to Enhance Oral 

Competencies Among Students: Teachers’ Attitudes & Beliefs. Retrieved 

fromhttp://repo.uum.edu.my/3251/1/Ai.pdf

 

Rahimi, M. (2005). Iranian EFL learners’ pattern of language learning strategy use.  The Journal of 

ASIA TEFL, 2(1), 103-129.

 

Rahimi, M., Riazi, A., & Saif, S. (2008). An investigation into the factors affecting the use of 

language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics, 

11(2), 31-54.

 

Rahman, T. (1991)A history of Pakistani literature in English. Lahore, Pakistan: Vanguard.

 

Rahman, T. (1996).Language and politics in Pakistan. Karachi, Oxford UniversityPress.

 

Rahman, T. (1999). The language of employment: The case of Pakistan. Research Report

Series # 23. Islamabad: The Sustainable Development Policy Institute.

 

Rahman, T. (2002a).Language, ideology and power: Language learning among the Muslims of Pakistan 

and North India. Karachi, Pakistan: Oxford University Press.

 

Rahman, T. (2004a). Pakistan Language policy and nativization in Pakistan: Proposal for a 

paradigmatic shift. Retrieved from http://www.tariqrahman.net/lanmain.htm

 

Raja, N. (2012). The effectiveness of group work and pair work for students of English at the 

undergraduate level in public and private sector colleges.  Interdisciplinary Journal of 

Contemporary Research in Business, 4(5), 155-163.

 

Raoof, S., Tan, B. H., & Chan, S. H. (2012). Self-efficacy in second/foreign language learning 

contexts: English Language Teaching,5(11), 60-73.

 

Rasheed, A. (2017). Challenges of teaching English Language in a multilingual setting: An 

investigation at Government Girls Secondary Schools of Quetta, Baluchistan, Pakistan.  

International Journal of English Linguistics Canadian Center of Science & Education, 7(4), 149-157.

 

Rasheed, S., Saleem, A., Bukhsh, Q., & Rasul, S. (2011). Identification of reading difficulties in 

the subject of English at secondary level. International Journal of Social Sciences & Education, 

1(4), 688-693.

 

Rashid, R. A. (2016a). Responding to ‘nurturing global collaboration & networked learning in higher 

education. .doi: 10.3402/rlt.v24.31485

 

Rashid, R. A. (2016b). Topic continuation strategies employed by teachers in managing supportive 

conversations on Facebook Timeline. Discourse Studies,18(2), 188- 203.

 

Rawan, H. H. (2016). Developing Learner Autonomy in Vocabulary Learning in the classroom: How and 

Why can it be Fostered? Procedia - Social & Behavioral Sciences, 232, 784-791.  doi: 

10.1016/j.sbspro.2016.10.106

 

Raza, M., (2015). Language Attitude and English Language Learning in Pakistan.

Communication Study and Language Pedagogy,1, 95-110. 

https://www.researchgate.net/publication/322445848

 

Reeves, R. (1984).The second English empire. New York, NY: Simon &Schuster. 

 

Rehman, T. (2002). Language ideology and power: Language- learning among the

Muslims of Pakistan and North India. New York, NY: Oxford University Press.

 

Rehmani, A. (2006). Teacher education in Pakistan with particular reference to teachers'

conceptions of teaching. Quality in education. Teaching and leadership in challenging times, 20, 

495-524.

 

Reid, A., & Petocz, P. (2004). Learning domains and the process of creativity. Australian 

Educational Researcher, 31(2), 45-62.

 

Reid, J. M. (1987). The learning style preferences of ESL Students.TESOL Quarterly,21(1), 87-111.

 

Reid, J. M. (1995).Learning styles in the ESL/EFL classroom. Boston, MA: Heinle & Heinle.

 

Reinders, H. (2007). Big brother is helping you: Supporting self-access language learning with a 

student monitoring system. System, 35, 93-111. Retrieved from 

https://unitec.researchbank.ac.nz/bitstream/handle/10652/2482/article%20-

%202007%20-%20System.pdf?sequence=1&isAllowed=y

 

Reinders, H. (2008). The what, why, and how of language advising. Mex TESOL, 32(2).

 

Reinders, H.,& Cotterall, S. (2000). Language learners learning independently: How autonomous are 

they? Toegepaste Taalwetenschappen in Artikelen, 65(1), 85-97.

 

Reinders, H., & Lazaro, N. (2011). Beliefs, identity and motivation in implementing autonomy: The 

teachers’ perspective. In G. Murray, X. Gao & T. Lamb (Eds.),Identity, motivation, and autonomy in 

language learning (pp. 125-142). Bristol: Multilingual Matters.

 

Reinders, H.,& Lewis, M. (2005). How well do self-access call materials support self- directed 

learning? JALTCALL Journal,1(2), 41-49.

 

Reynolds, N.L., Simintiras, A.C., & Diamantopoulos, A. (2003). Theoretical justification of 

sampling choices in international marketing research:  Key issues and guidelines for 

researchers.Journal of International Business Studies, 34(1), 80-89.

 

Riazi,  A.,  &  Rahimi,  M.  (2005).  Iranian  EFL  learners’  pattern  of  language  learning 

strategy use. The Journal of ASIA TEFL,2(1), 103-129.

 

Riazi, A., & Reinders, H.(2010).Towards a classroom pedagogy for learner autonomy: A framework of 

independent language learning skills. Australian Journal of Teacher Education, 35(5), 40-55.

 

Richards, J. C. (1990). The language teaching matrix. Cambridge, England: Cambridge University 

Press.

 

Richards, J. C. (2006). Communicative language teaching today. Cambridge, England: Cambridge 

University Press.

 

.Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language

classrooms.Cambridge: Cambridge University Press.

 

Richards, J., &  Rodgers, T. (1986). Approaches and methods in language teaching.

Cambridge, England: Cambridge University Press.

 

Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching (2nd ed.): 

Cambridge, England:Cambridge University Press.

 

Richards, J., Platt, J., & Weber, H. (1985). Longman dictionary of Applied Linguistics.

London, : Longman.

 

Richardson,  H.  A.,  Simmering,  M.  J.,  &  Sturman,  M.  C.  (2009).  A  tale  of  three 

perspectives   examining   post   how   statistical   techniques   for   detection   and correction 

of common method variance. Organizational Research Methods,12(4), 762-800.

 

Richmond Stroup.(2016).Developing Autonomous Learners in Japan:Working with Teachers Through 

ProfessionalDevelopment.https://www.researchgate.net/scientificcontributions/21 

28200861_Richmond_Stroupe

 

Rigney, J. W. (1978). Learning strategies: A  theoretical perspective. In H. F. O’Neil, Jr. (Ed.), 

Learning strategies(pp. 165–205).  New York: Academic Press.

 

Rivers, W. (1964).  The psychologist and the foreign language teacher. Chicago, IL: University of 

Chicago Press.

 

Robert, E. (2009). Accommodating “new” speakers? An attitudinal investigation of L2 speakers of 

Welsh in south-east Wales. International Journal of the Sociology of Language, 195, 93-115.

 

Robert,  E.  (2011).  Standardness   and  the  Welsh  language.   In  T.  Kristiansen  &N. Coupland 

 (Eds.),  Standard  languages  and  language  standards  in  a  changing Europe (pp. 135-143).  

Oslo, Norway: Novus Press.

 

Robinson,  G.  L.  (1991).  Second  culture  acquisition.  In  J.  E.  Alatis  (Ed.),  Georgetown 

University  Round  Table  on  Language  &  Linguistics  1991.  Washington,  DC: Georgetown 

University Press

.

Robinson,  P.  (2005).  Aptitude  and  second  language  acquisition. Annual  Review  of Applied 

Linguistics, 25, 46–73. doi:10.1017/S0267190505000036

 

Robson, C. (1993). Real world research (2nd ed.). Oxford: Blackwell. Robson, C. (2002) Real world 

research (2nd ed.). Oxford: Blackwell.

 

Robson, G., & Midorikawa, H. (2001). How reliable and valid is the Japanese version of the Strategy 

Inventory for Language Learning (SILL)? JALT Journal,23, 202-226.

 

Rogers, C. R. (1969). Freedom to learn:A view of what education might become.

Columbus, OH: Merrill.

 

Rosenberg,  M.,  Schooler,  C.,  Schoenbach,  C.,  &  Rosenberg,  F.  (1995).  Global  self-

esteem and specific self-esteem: Different concepts, different outcomes. American Sociological 

Review, 60(1), 141-156.

 

Rosner, B. (1990).Fundamentals of Biostatistics.  Boston, MA: PWS-Kent.

 

Rotter, J.B., Chance, J.E., & Phares, E.J (19992). Application of social learning theory of 

personality.New York: Holt, Rinehart,& Winston.

 

Rubin, J. (1987). Learner strategies: Theoretical assumptions, research history and typology. In A. 

L. Wenden & J. Rubin (Eds.), Learner strategies in language learning(pp.15-30). Englewood Cliffs, 

NJ: Prentice-Hall.

 

Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly,9,41 - 51.

 

Rubin, J. (1981). Study of cognitive processes in Second Language Learning. Applied Linguistics, 2, 

117-131.

 

Rubin, J. (2001). Language learner self-management. Journal of Asian Pacific Communications, 11, 

25–37.

 

Ruddell,&  Unrau, N. B.(Eds.). (2004).Theoretical models &processes of reading (pp.

116–145).  Newark, DE: International Reading Association.

 

Rutherford, W.E. (1987). Second language grammar: Learning and teaching. London: Longman.

 

Rutherford, W.,& Sharwood Smith, M. (1985). Consciousness-raising and universal grammar.Applied 

Linguistics, 6, 274-282.

 

Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in 

psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation:Develop 

psychological perspectives on motivation, 40, 1–56.

 

Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and Extrinsic Motivations: Classic Definition and New 

Directions.Contemporary Educational Psychology,25, 54-67. doi: 10.1006/ceps.1999.1020

Ryan,  R.  M.,  &  Deci,  E.  L.  (2000b).  Self-determination  theory  and  the  facilitation  of 

intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

 

Ryan,  R.  M.,  &  Deci,  E.  L.  (2009).  Promoting  self-determined  school  engagement: 

Motivation,  learning,  and  well-being.  In  K.  R.  Wentzel  &  A.  Wigfield  (Eds.), Handbook on 

motivation at school (pp. 171-196). New York, NY: Routledge.

 

Ryan, S. (2009). Self and identity in L2 motivation in Japan. The ideal L2 self and Japanese 

learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation,

language identity and the L2 self (pp. 120–143). Bristol: Multilingual Matters.

 

Rysavy, D. M., & Sales, G. C. (1991). Cooperative learning in computer-based

instruction.Educational Technology Research & Development, 39(2), 70–79.

 

Sadia Asif, Rahat Bashir,& Shabana Zafar. (2018).  What are the factors affecting the use of 

English Language English-only classrooms: Student’s perspectives in Pakistan. English Language 

Teaching,11(6), 67-79.

 

Saeb, F., & Zamani, E. (2013). Language learning strategies and beliefs about language learning  in 

 high-school  students  and  students  attending  English  institutes:  Are they different? English 

Language Teaching, 6(12), 79-86.

 

Saeed, K., & Rashidi, Z (2017). Essential employability skills for marketing careers: Gap analysis 

of education and profession. Retrieved 

fromhttp://journals.iobmresearch.com/index.php/PBR/article/viewFile/1448/258

 

Saito, K.,   Dewaele, J.,  &Hanzawa, K. (2017). A Longitudinal Investigation of the Relationship 

between Motivation and Late Second Language Speech Learning in Classroom Settings.doi: 

10.1177/0023830916687793

 

Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 

58(2),155-163.doi: 10.1093/elt/58.2.155

 

Salant, P., & Dillman, D. A. (1994). How to conduct your own survey. New York, NY: Wiley.

 

Salem, N. M. (2006). The role of motivation, gender, and language learning strategies in EFL 

proficiency. (Unpublished MA thesis, American University of Beirut).

 

Salmon, P. (1995). Psychology in the classroom. Reconstructing teachers and learners.

New York, NY: Cassell.

 

Sarantakos, S. (1998). Social research (2nd ed.). Basingstoke: Macmillan.

 

Sardegna, Lee, & Kusey. (2018). Self-Efficacy, Attitudes, and Choice of Strategies for English 

Pronunciation Learning.   Retrieved from https://www.researchgate.net/publication/320003681_Self- 

Efficacy_Attitudes_and_Choice_of_Strategies_for_English_Pronunciation_Learni ng

 

Sarfraz, Mansoor,& Tariq, (2015). Pakistan teachers' and students’ perceptions of the communicative 

language teaching methodology in the CALL environment: A case study. Procedia - Social &Behavioral 

Sciences 199, 730 – 736.

 

Sarwar, Bashir, Khan, & Khan. (2009). Study orientation of high and low academic achievers at 

secondary level in Pakistan. Educational Research & Review, 4(4),

204-207. Retrieved from http://www.academicjournals.org/ERR

 

Sarwar, M. (2014). Assessing English speaking skills of prospective teachers at entry and

graduation level in teacher education program. Language Testing in Asia,4(5), 1- 9.

 

Sato, Kazuyoshi, & Kleinsasser, R.  (1999). Communicative language teaching (CLT): Practical 

understandings. Modern Language Journal, 83,  494-517.

 

Savickiene, I. (2010). Conception of learning outcomes in the Bloom’staxonomy affective domain. The 

Quality of  Higher Education, 7, 37-57.

 

Savignon, S. J. (1972). Communicative competence: An experiment in foreign language teaching. 

Philadelphia: The Center for Curriculum Development.

 

Savignon,  S.  J.  (1983).  Communicative  Competence:  Theory  and  Classroom  Practice. Texts  

and  Contexts  in  Second  Language  Learning.  Reading,  MA:  Addison- Wesley.

 

Savignon, S. J. (1990). Communicative  language teaching:  Definitions & directions. In

J.   E.   Alatis  (Ed.),  Georgetown  University  Round  Table  on  Languages  and Linguistics(pp. 

207-217). Washington, DC: Georgetown University Press.

 

Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 

261-278. doi: 10.2307/3587463/full

 

Savignon, S. (2001). Communicative language teaching for the twenty-first century. In

M. Celce-Murcia (Ed..), Teaching English as a second or foreign language(pp. 13–28). Boston, MA: 

Heinle & Heinle.

 

Savignon, S. J. (2002). Interpreting Communicative Language Teaching: Contexts and Concerns in 

Teacher Education. New Haven, CT: Yale University Press.

 

Savignon, S. J. (2007). Communicative Language Teaching: Linguistic Theory and Classroom Practice, 

The McGraw Hill Second Language Professional Series.

 

Savignon, S. J. (2017). Communicative Competence. the TESOL Encyclopedia of English Language 

Teaching(pp. 1-7). doi:10.1002/9781118784235.eelt0047

 

Saville-Troike,   M.   (2006).   Introducing   Second   Language   Acquisition.   Cambridge: 

Cambridge University Press.

 

Schafer, J. L., & Olsen, M. K. (1998). Multiple imputations for multivariate missing-data problems: 

A data analyst’sperspective. Multivariate Behavioral Research,33(4), 545-571.

 

Schaupp,  L.  C.,  Carter,  L.,  & McBride,  M.  E.  (2010).  E-file  adoption:  A  study of US 

taxpayers   intentions.   Computers   in   Human   Behavior,   26(4),   636-644.   doi: 10.1109/ 

HICSS.2009.171

 

Schiefele,  U.  (2009).  Situational  and  individual  interest.  In  K.  R.  Wentzel  &  A. 

Wigfield(Eds.), Handbook of motivation in school (pp. 197–223). New York, NY:

Taylor and Francis.

 

Schiefele,  U.,  &  Krapp,  A.  (1996).  Topic  interest  and  free  recall  of  expository  text:

Learning & Individual Differences,8, 141–160.

 

Schiefele,  U.,  Krapp,  A.,  &  Winteler,  A.  (1992).  Interest  as  a  predictor  of  academic 

achievement:  A  meta-analysis  of  research.  In  K.  A.  Renninger,  S.  Hidi,  &  A. Krapp 

(Eds.), The role of interest in learning & development (pp. 3–25). Hillsdale, NJ: Erlbaum.

 

Schmidt, R. W. (Ed.). (1983). Language and communication. London: Longman.

 

Schmidt,    R.    A.    (1991). Motor    learning    &    performance:    From    principles    to 

practice. Human Kinetics Books.

 

Schm?dt,   R.   (2010).   Attention,   awareness,   and   individual  differences   in   language 

learning.  In W.  M.  Chan,  S.  Chi,  K.  N.  Cin,  J.  Istanto, M.  Nagami,  J.  W.  Sew, 

T.Suthiwan, & I. Walker, Proceedings of CLaSIC 2010, Singapore, December 2- 4(721-737).  Singapore: 

 National  University  of  Singapore,  Centre  for  Language Studies.

 

Schreiber,  J.  B.,  Nora,  A.,  Stage,  F.  K.,  Barlow,  E.  A.,  &  King,  J.  (2006).  

Reporting Structural  Equation  Modeling  and  Confirmatory  Factor  Analysis  Results:  A Review.  

     Journal       of       Educational       Research,       99,       323-338.doi: 

10.3200/JOER.99.6.323-338

 

Schultz, T. W. (1961). Investment in human capital.The American Economic Review, 1,

1-17.

 

Schumacker, R. E., & Lomax, R. G. (1996). A beginner's guide to structural equation modelling. 

Mahwah, NJ: Erlbaum.

 

Schumacker,  R.E.,  &  Lomax,  R.G.  (2004)  A  beginner’s  guide  to  structural  equation 

modelling (2nd ed.).Mahwah, NJ: Erlbaum.

 

Schumacker,   R.,   &Lomax,   R.   (2010).   A   beginner’s   guide   to   structural   equation 

modelling (3rd ed.). New York, NY: Taylor and Francis.

 

Schuman, J. H. (1978) Social and psychological factors in second language acquisition. In    J.    

C.    Richards    (Ed.),    Understanding    second    and    foreign    language learning. Rowley, 

MA: Newbury House.

 

Schumann,  J.  H.  (1983).  Art  and  science  in  second  language  acquisition  research.

Language  Learning, 33, 49– 76.

 

Schumann,  M.F.  (1980).  Diary  of  a  languagelearner:  A  further  analysis.  In  Scarcella,

C.R. & Krashen, D.S. (Eds.), Research in Second Language Acquisition: Selected Papers   of   the  

Los  Angeles   Second   Language  Acquisition  Forum(pp.51-57).

Rowley, MA: Newbury House.

 

Schunk, D.H. (1981). Modelling and attribution effects on children’s achievement: A

self-efficacy analysis. Journal of Educational Psychology,73(1), 93-105.

 

Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3&4), 

207-231.

 

Schunk,  D.  H. (2008).  Learning  theories:  An  educational  perspective  (5th  ed.).  Upper 

Saddle River, NJ: Pearson Education.

 

Schunk, D. H. (2012). Social cognitive theory. In K. R. Harris, S. Graham & T. Urdan (Eds.),  APA  

educational  psychology  handbook:  Theories,  constructs,  &  critical issues (pp. 101–123). 

Washington, DC: American Psychological Association.

 

Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self- efficacy 

enhancing interventions. In M. Boeakerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of 

self-regulation (pp. 631–650). San Diego, CA: Academic Press.

 

Schunk, D.,& Miller, S. (2002). Self-efficacy and adolescents’ motivation. In F. Pajares & T. Urdan 

(Eds.), Academic motivation of  adolescents (pp. 29-52). Greenwich, CT: Information Age.

 

Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wenzel & A. Wigfield (Eds.), 

Educational psychology handbook series. Handbook of motivation at school (pp. 35–53). Routledge..

 

Schunk, D.H.,& Zimmerman, B.J. (Eds). (1994). Self-regulation of learning and performance: Issues 

and educational application. Hillsdale, NJ: Erlbaum.

 

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman,

S.  Wright,  &  M.  Johnston  (Eds.),  Measures  in  health  psychology:  A  user’s portfolio. 

Causal and control beliefs (pp. 35-37). Windsor, UK: NFER-Nelson.

 

Segars, A. H., & Grover, V. (1998). Strategic information systems planning success: An 

investigation of theconstruct and its measurement. MIS Quarterly, 22(2), 139-163.

 

Seidlhofer, B. (2005). English as a Lingua Franca. ELT Journal, 59, 339-341. doi: 

10.1093/elt/cci064

Sekaran, U. (2000).Research methods for business. New York, NY: Lehigh Press.

 

Sekaran,  U.  (2003).  Research  methods  for  business:  A  skill-building  approach(4th ed.).New 

York:  Wiley.

 

Sekaran,  U.,  &  Bougie,  R.  (2010).  Research  methods  for  business:  A  skill-building 

approach (5th ed.). Haddington: Wiley.

 

Sekaran,  U.,&  Bougie,  R.  (2011).  Research  methods  for  business:  A  skill  building

approach(5th ed.). New Delhi: Wiley India.

 

Selinker, L. (1972). Interlanguage.International Review of Applied Linguistics,10(2),

209-231.

 

Selinker, L., & Douglas, D. (1985). Wrestling with “context” in interlanguage theory.

Applied Linguistics, 6(2), 190-204.

 

Shah, S.R.,& Al-Bargi. A. (2014). The use of lingua franca core: A classroom-based study on Saudi 

EFL learners’ pronunciation. Language, Individual & Society,8, 476-498.

 

Shahid,C., Ong, E. T., Wong, K. T., & Perveen, A. (2020). Expectations and Reality of Learner 

Autonomy and Communicative Competence in Pakistani Higher Education Institutions: A 

review.International Journal of Education, Psychology and Counseling, 5(34),91-101.

 

Shahsavari, S. (2014). Efficiency, feasibility and desirability of learner autonomy based on 

teachers' and learners point of views. Theory & Practice in Language Studies,4(2), 271-280.

 

Shamim, F. (1993). Teacher-learner behaviour and classroom processes in large ESL classes in 

Pakistan. (Ph.D thesis, University of Leeds).

 

Shamim, F. (2008). Trends, Issues and Challenges In English Language Education Pakistan.Asia 

Pacific Journal Of Education. Retrieved 

fromhttp://www.Informaworld.Com/Smpp/Title~Content=T713724324

 

Shamim, Fauzia. (2011). English as the Language for Development in Pakistan: Issues, Challenges and 

Possible Solutions. In H. Coleman (Ed.), Dreams and realities: Developing countries and the English 

Language(pp. 291-309).London, England: British Council.

 

Shamim, Fauzia. (2017). English as the language of development in Pakistan: Issues, challenges and 

possible solutions. In H. Coleman (Ed.), Dreams and realities: Developing countries in the English 

language (pp.1-21). London, England: British Council.

 

Shams   Esfandabadi,   H.,&   Emamipour,   S.   (2003).   Study   of   learning   styles   in 

monolingual  and  bilingual  guidance  schools  and  their  relations  with  academic achievement 

and gender. Educational Innovations Journal, 2(3), 11-28.

 

Shamsuddin, S. N., Rashid, R. A., Mohamed, S. B., &Rahman, M. F.  (2017).

Developing speaking skills using virtual speaking buddy. International Journal of Emerging 

Technologies in Learning, 12(5), 195e201.

 

Sheikh, N. (1995). A study of the implementation of the communicative approach to

English language teaching in lower secondary classes (Unpublished master's dissertation, Aga Khan 

University, Karachi)

 

Sheorey, R. (2006). Learning and Teaching English in India. Delhi, India: SAGE..

 

 

Sherwani, Serwan & Kilic, Mehmet. (2017). Teachers’ Perspectives of the use of CLT in ELT 

Classrooms: A Case of Soran District of Northern Iraq. Arab World English Journal. 8. 191-206. 

10.24093/awej/vol8no3.13.

 

Shi, L. (2017). Empirical study on learners’ self-efficacy in ESL/ EFL context. College Student 

Journal,50(3), 454-465.

 

Shihiba, S.Embark. (2011). An investigation of Libyan EFL teachers conceptions of the Communicative 

Learner-Centred Approach in relation to their implementation of an English Language curriculum 

innovation in secondary schools. (Doctoral thesis, University of Durham).

 

Simon, B. (1999). Why no pedagogy in England? In J. Leach & B. Moon (Eds.),

Learners and Pedagogy. London: SAGE.

 

Simon,S. D. (1990). The Principles of Constructivism. Retrieved 

fromfaculty.yu.edu.jo/khataybeh/DownloadHandler.ashx?pg=9325d5d3-64dc- 

4369-8f70-6f96ee7db4a2§ion=d7b9ac61- 82df-49f4-9e1f-

 

?im?ek, A. (2011). Ogretim tasar?m?. [Instructional design]. Ankara:  Nobel Akademik Yay?nc?l?k.

 

Sinclair, B. (2000). Learner autonomy: The next phase. In I. Mcgrath, B. Sinclair & T. Lamb (Eds.), 

Learner autonomy, teacher autonomy: Future directions (pp. 15- 23). London, England: Longman.

 

Sit, W. Y., Ooi, K. B., Lin, B., & Chong, A. Y. L. (2009). TQM and customer satisfaction in 

Malaysia’s service sector. Industrial Management & DataSystems, 109(7), 957-975.

 

Skarmeas,  D.,  Katsikeas,  C.S.,  &Schlegelmilch,  B.B.  (2002).  Drivers of   Commitment &Its 

Impact  on Performance  in  Cross-Cultural Buyers-Seller  Relationships:  The Importer's 

Perspective', Journal of International Business Studies, 33(4), 757-783.

 

Skehan,  P.  (1991).  Individual  Differences  in  Second  Language  Learning.  Studies  in Second 

Language Acquisition. 1,. 275 - 298. doi: 10.1017/S0272263100009979

 

Skehan,   P.   (1998).   A   cognitive   approach   to   language   learning.   Oxford:   Oxford 

University Press.

 

Skehan, P. 1989. Individual Differences in Second Language Learning. London: Edward

Arnold.

 

Sharma, Vipin. (2015). How do productive skills affect Saudi students’ EFL learning and

teaching? Asian Journal of Humanities & Social Sciences, 3(2), 91-99.

 

Skehan, P. (2003). Task-Based Instruction.Language Teaching. 36. 1 - 14.

10.1017/S026144480200188X

 

Skehan, P. (2009). Modelling second language performance: Integrating complexity, accuracy, 

fluency, and lexis. Applied Linguistics, 30(4), 510–532.

 

Skehan,  P.  2001.  ‘Tasks  and  language  performance’  in  Bygate  M.,  P.  Skehan  and  M.

Swain

(eds.): Research Pedagogic Tasks: Second Language Learning, Teaching, and Testing. London:

Longman.

 

Skinner, B. F. (1974). About behaviorism. New York, NY: Knopf.

 

Skutnabb-Kangas, T. (2000). Linguistic genocide in education or worldwide diversity and human 

rights? Mahwah, NJ: Erlbaum

 

Smith, A. N. (1971). The importance of attitude in foreign language learning. Modern Language 

Journal,55(2), 83-88.

 

Smith, P., & Ragan, T. J. (1999). Instructional design. New York: Wiley.

 

Smith, R. (2008). Learner autonomy (key concepts in ELT).  ELT Journal, 62(4), 395-

397. Retrieved from http://eltj.oxfordjournals.org/content/62/4/395.full

 

Smith, T. W., & Colby, S. A. (2007). Teaching for deep learning. The Clearing House: A Journal of 

Educational Strategies, Issues &Ideas, 80, 205–210.

 

Snelgrove,  S.,  &  Salter,  J.  (2003).  Approaches  to  learning:  Psychometric  testing  of  a 

study process questionnaire. Journal of Advanced Nursing, 43, 496–505.

 

Soleimani,  H.  (2010).  Introducing  applied  ELT  as  a  new  approach  in  second/foreign 

language studies. Iranian EFL Journal, 7 (2), 8-14.

 

Soleimani, H., & Hanafi, S. (2013). Iranian medical students’ attitudes towards English language  

learning.  International  Research  Journal  of  Applied  &Basic  Sciences, 4(12), 3816-3823.

 

Spector,  P.  E.  (2006).  Method  variance  in  organizational  research:  Truth  or  urban 

legend? OrganizationalResearch Methods, 9(2), 221-232.

 

Spiegelberg, H. (1960). The phenomenopragmatismal movement: A historical introduction. The Hague, 

Netherlands: Martinus Nijhoff.

 

Sreehari, P. (2012). Communicative Language Teaching: Possibilities and problems

English Language Teaching, 5(12), 87-93.

 

Stafford, C. A., Bowden, H., & Sanz, C. (2012). Optimizing language instruction: Matters of 

explicitness, practice, and cue learning. Language Learning, 62, 741-

768. doi:10.1111/j.1467-9922.2011.00648.x

 

Stajkovic, A. D. (2006). Development of a core confidence higher-order construct.

Journal of Applied Psychology, 91, 1208-1224. doi: 10.1037/0021-9010.91.6.1208

 

Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A 

meta-analysis.Psychological Bulletin, 124, 240-261. doi: 10.1037/0033-

2909.124.2.240

 

Stake, R. E. (1995). The art of case study research. Thousand Oaks, CA: SAGE.

 

Steenkamp, J. B. E. M., & van Trijp, H. C. M. (1991). The use of LISREL in validating marketing 

constructs. International Journal of Research in Marketing, 8(4), 283- 299.

 

Steenkamp, J-B.E.M., Batra, R., &Alden, D.L. (2003). How perceived brand globalness creates brand 

value., Journal of International Business Studies,  34, 53- 65.

 

Stern, H.H. (1975). What can we learn from the good language learner? Canadian Modern Language 

Review,31(2), 304-318.

 

Stern, H.H. (1981). Communicative Language Teaching and Learning:Towards a Synthesis. In The Second 

Language Classroom: Directions for the 1980?s,

 

Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.

 

Stern, H. H. (1986). Fundamental concepts of language teaching. Oxford: OUP. 

 

Stern, H.H. (1992). Issues and options in language teaching(edited posthumously by

Patrick Allen & Birgit Harley). Oxford: Oxford University Press.

 

Sternberg, R. J. (1983). Components of human intelligence. Cognition, 15(1), 1-48.

 

Stevens, L. E., & Fiske, S. T. (1995). Motivation and cognition in social life: A social survival 

perspective. Social Cognition, 13, 189–214.

 

Stevens, T., & Olivarez, A., Jr. (2005). Development and evaluation of the mathematics interest 

inventory. Measurement &Evaluation in Counseling & Development, 38, 141–152.

 

Stevick, E. (1990). Humanism in language teaching. Oxford: Oxford University Press.

 

Suarta, A. (2017).Employability skills required by the 21stcentury  workplace: A literature review 

of labour market. Presentation at the  1st  International Conference on Technology &Vocational 

Teachers (ICTVT 2017).

 

Suastra,  I.  W.,  B.  Jatmiko,  N.  P.  Ristiati,  &  Yasmini,L.  P.  B.(2017).  Balinese  local 

wisdoms  and  their  implications  in  Science  education  at  school.  International

Research Journal of  Management, IT & Social Sciences (IRJMIS), 4(2), 42-45.

 

Sun, Z. (2010). Language teaching materials and learner motivation. Journal of language

Teaching &Research, 1, 889-892.

 

Swanson, K.M. (2013). Empirical Development of a Middle Range Theory of Nursing. In M. C. Smith, 

M.C. Turkel & Z. R. Wolf (Eds.), Caring in nursing classics. An essential resource (pp. 211-221). 

New York, NY:Springer.

 

Swinton, S.S.,& Powers, D.E. (1980). Factor analysis of the TOEFL.  TOEFL Research Report 6. 

Princeton, NJ: Educational Testing Service.

 

Syed,  Z.  (2003).  The  sociocultural  context  of  English  Language  teaching  in  the  Gulf.

TESOL Quarterly, 37, 337-341.

 

Tabachnick,  B.G.,&Fidell,  L.S.  (1996).Using  multivariate  statistics.  New  York,  NY: 

HarperCollins.

 

Tabachnick, B.G. & Fidell, L.S. (2001).Using multivariate statistics.   Boston,MA:Allyn & Bacon.

 

Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA: Pearson/Allyn 

& Bacon.

 

Talaat, M. (2002) The Form and Functions of English in Pakistan. Retrieved from 

http://www.hec.gov.pk

 

Tan Dingliang (1985).Essays, UK. (November 2018). Definitions of Styles and Learning Styles. 

Retrieved from https://www.ukessays.com/essays/linguistics/definitions- 

of-styles-and-learning-styles.php?vref=1

 

Tani-Fukuchi, N.,& Sakamoto, R. (2005). Affective dimensions of the Japanese foreign language  

learner:  Implications  for  psychological  learner  development  in  Japan. Journal of 

Multilingual &Multicultural Development, 26(4), 333-350.

 

Tarone, E. (1984). Teaching strategic competence in the foreign language classroom. In

S. Savignon & M.  Berns (Eds.),  Initiatives in communicative language  teaching

(pp. 127-136). Reading, MA: Addison Wesley.

 

Tarvin, L. (2015). Communicative Competence: Its Definition, Connection to Teaching, and     

Relationship     with     Interactional     Competence.     Unpublished.     doi: 

10.13140/RG.2.1.3214.2807

 

 

Teddlie, C., & Tashakkori, A. (2006). A general typology of research designs featuring mixed 

methods. Research in the Schools, 13(1), 12-28. Retrievedfrom http://0- 

proquest.umi.com.bianca.penlib.du.edu/pqdweb?did=1386255701&sid=1&Fmt=1

&clientId=48347&RQT=309&VName=PQD

 

Teh,    P.    L.,    &    Yong,    C.    C.    (2011).    Knowledge    sharing    in    IS    

personnel:

Organizationalbehavior’s perspective.  Journal of Computer Information Systems, 51(4), 11-21.

 

Thanasoulas,  D.  (2000).  What  is  learner  autonomy  and  how  can  it  be  fostered?  The 

Internet TESL Journal,4, 11.

 

The Quotable Franklin. (n.d.). Retrieved from 

http://www.ushistory.org/franklin/quoTable/singlehtml.htm

 

The Statistics Division of Pakistan. (n.d.). Retrieved fromhttps://www.Dawn.Com/News/1383666

 

Thompson, G. (1996). Some misconception about communicative language teaching.

English Language Teaching Journal. Retrieved from http://eltj.oxfordjournals.org

 

Thurstone,  L.  L.  (1928).  Attitudes  can  be  measured.  American  Journal  of  Sociology, 

33(4), 529-554.

 

Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition

(2nd ed.). Chicago, IL: University of Chicago Press.

 

Tinto, V. (2012). Completing college: Rethinking institutional action. Chicago, IL: University of 

Chicago Press.

 

Titone, R. (1990). A psycho-sociolinguistic perspective in EFL Learning: The role of attitude a 

dynamic factor. Paper presented at the World Congress of Applied Linguistics, 9th, Thessaloniki, 

Greece, April 15-21,1990. ERIC Document Service Number, ED 326-073.

 

Tomcho, T. J., &Foels, R. (2008). Power of teaching activities: Statistical and methodological 

recommendations. Manuscript submitted for publication.

 

Too, S. W. (2009). Students’ learning styles and their academic achievement for taxation course:  A 

comparison study.  In Proceedings of  2nd  International Conference  of Teaching &Learning (ICTL), 

Malaysia.

 

Torreblanca,  M.  M.  (2007).  The  impact  of  affective  variables  in  L2:  Teaching  and 

learning, Serie Lingüística, Sevilla: Secretariado de publicaciones.

 

Torreblanca, M. M. (2010). The impact of affective variables in L2: teaching and learning.Serie 

Lingüística. Sevilla: Secretariado de publicaciones.

 

Tough, A (1971).The   Adults learning project: A fresh approach to theory and practice in  adult  

learning  (2nd  ed.).  Toronto,  Canada:  Ontario  Institute  First  Studies  in Education.

 

Tremblay,  P.  F.,  &  Gardner,  R.  C.  (1995).  Expanding  the  motivation  construct  in 

language      learning. Modern      Language      Journal,      79(4),      505–520. doi:

10.2307/330002

 

Trigwell,  K.,  &  Prosser,  M.  (1991).  Relating  approaches  to  study  and  the  quality  of

learning outcomes at the course level. British Journal of Educational Psychology, 61, 265–275.

 

Trujillo Sáez, F.,& Ortega Martín J.L.(2010). Discourse competence. Dealing with texts in the EFL 

classroom.  Retrieved from http://fernandotrujillo.es/wpcontent/uploads/2010/05/discourse.pdf

 

Tuan,Vu  Van.  (2017).  Communicative  competence  of the  Fourth  Year  students:  Basis for 

proposed English Language Program.English Language, 10(7).

 

Tuckman, B.W. (1972). Conducting educational research. Retrieved from 

http://ww2.odu.edu/~jritz/attachments/coedre.pdf

 

Tuncer, U. (2009). How do monolingual and bilingual language learners differ in use of learning  

strategies  while  learning  a  foreign  language?  Evidences  from  Mersin University. Procedia 

Social &Behavioral Sciences, 1, 852-856.

 

Ulrich,  J.  W. (2009).  Test of  a structural  model  to  investigate  the  impact of  instructor 

knowledge, attitudes, and contextual constraints on intent to use Web 2.0 in online courses.  

(Doctor of Education  dissertation,  Graduate School of WesternCarolina University).

 

Valdes,  J.M.  (1986).  Culture  bound:  Bridging  the  cultural  gap  in  language  teaching.

Cambridge: CambridgeUniversity Press.

.

Valdes, A. I., & Jhones, A. C. (1991). Introduction of communicative language teaching in tourism 

in Cuba. TESL Canada Journal, 8, 57-63.

 

Vallerand,  R.  J.  (2000).  Deci  &Ryan's  self-determination  theory:  A  view  from  the 

hierarchical  model  of  intrinsic  and  extrinsic  motivation.  Psychological  Inquiry, 11(4), 

312-318.

 

Van de Ven, A. H. (2007). Engaged scholarship: A guide for organizational and social research. New 

York, NY: Oxford UniversityPress.

 

Van den Broeck, A., Vansteenkiste, M., De Witte, H., Soenens, B., & Lens, W. (2010).

Capturing autonomy, competence, and relatedness at work: Construction and initial validation of the 

Work-related Basic Need Satisfaction. Journal of Occupational and Organizational Psychology, 83, 

981-1002.

 

Van Manen, M. (1990/1997). Researching lived experience: Human Science for an action sensitive 

pedagogy. London: Routledge.

 

Vandenberg, R. J., & Lance, C. E. (2000). A review and synthesis of the measurement invariance 

literature: Suggestions, practices, and recommendations for organizational research. Organizational 

Research Methods, 3,  4-70.

doi:10.1177/109442810031002

 

Vasilopoulos, G. (2008) Adapting Communicative Language Instruction in Korean

universities. The Internet TESOL Journal, 15(8), 28-35.

 

 

Voller, P. (1997). Does the teacher have a role in autonomous learning? In P. Benson & P. Voller 

(Eds.), Autonomy and independence in language learning (pp. 98– 113). London: Longman.

 

Vongxay, H. (2013).The implementation of communicative language Teaching (CLT) in an English 

Department in LAO High educational institution.(A thesis submitted in partial fulfillment of 

requirement for degree of Master of Education. Unitec Institution of Technology. New Zealand).

 

Voss,   G.B.,&Parasuraman,   A.   (2003)..   Conducting   measurement   validation   with 

experimental data: Cautions and recommendations.Marketing Letters, 14, 59-73.

 

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, 

MA: Harvard University Press.

Vygotsky, L. S. (1986). Thought and language. Cambridge, MA: MIT Press.

 

Vygotsky,   L.   S.   1997.  Interaction  between  learning  &development   (1978).  In   M. 

Gauvin& M. Cole (Eds.),From mind and society. Readings on the development of children(pp. 79–91). 

New York, NY: W.H.Freeman.

 

Vygotsky,  L.  S.  (1998).  Infancy.  In  R.  W.  Reiber  (Ed.),  The  collected  works  of  L.  S. 

Vygotsky, (5), 207–241. New York, NY: Plenum Press.

 

Wainwright, M. A., Wright, M., Luciano, M., Geffen, G., & Martin, N. (2005).

Multivariate genetic analysis of academic skills of the Queensland Core Skills Test and IQ 

highlights the importance of genetics. Twin Research   & Human Genetics, 8, 602–608.

 

Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. 

International Journal of Bilingual Education &Bilingualism, 9, 159- 180 doi: 

10.1080/13670050608668639

 

Wang   Haiyan. (2014). Learner Autonomy Based On Constructivism Learning Theory World Academy of 

Science, Engineering and Technology.  International Journal of Cognitive &Language Sciences, 8(5), 

1552- 1554.

.

Wang, J. C.K, Ng, B.L.L., Liu, W.C., & Ryan, R.M. (2015). Can being autonomy- supportive in 

teaching improve students’ self-regulation and performance? In Building Autonomous Learners. 

Perspectives from Research and Practice using SelfDetermination Theory (pp. 227-243). ……..: 

Springer.

 

Wang, L. S. (1988). A comparative analysis of cognitive achievement and psychological orientation 

among language minority groups: A LISREL

approach.(Ph.D.dissertation, University of Illinois, Urbana).

 

Wang,  Ping  Liu.  (2000).  Effects  of  motivation,  strategy  and  intelligence  on  students’

achievements, Journal of Psychology,. 1.

 

Warsi, J. (2004). Conditions under which English is taught in Pakistan: An applied linguistic 

perspective. Sarid Journal, 1(1), 1-9. Retrieved from 

http://www.saridweb.org/sarid-journal/2004_Warsi.pdf

 

Webb, N. M. (1982). Peer interaction and learning in small cooperative groups. Journal of 

Educational Psychology, 74, 642–655.

 

Wei L, (2018). Communicative Language Teaching (CLT) in EFL Context in Asia.Asian Culture & 

History, 10(2),  16-9663.

 

Wei, L. (2011) CLT in EFL Context: Not a Universal Medicine. IDIOM, 41(2). Weinstein, C. E., & 

Mayer, R. E. (1983). The teaching of learning strategies. Innovation

Abstracts, 5(32), 3-4.

 

Weinstein, C., & Mayer, R. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), 

Handbook of research on teaching (3rd ed.), (pp. 315-327).

 

Wells,  W.  D.,  Sheth,  J.  N.,  University  of  Illinois  at  Urbana-Champaign.  College  of 

Commerce and Business Administration. (301971). Factor analysis in marketing research. Urbana,   

IL:   College   of   Commerce   and   Business   Administration, University of Illinois at 

Urbana-Champaign.

 

Wen, J. P. Elizabeth, M. N., Sally, T., Xiang, R. W., Chong, Z., Jian, Z. L., & Hui, S. T. (2014). 

Emerging perceptions of teacher quality and teacher development in China. International Journal of 

EducationalDevelopment, 34, 77-89. doi:.10.1016/j.ijedudev.2013.04.005

 

Wen,   Qiufang.   (1996).   Studies   on  English   learning   strategies.Shanghai:   Shanghai 

Foreign Language Education Publishing House.

 

Wenden,   A.   (1991).   Learner  strategies  for  learner  autonomy.   Hemel  Hempstead, England: 

Prentice Hall Europe.

 

Wenden,  A.  L.  (1986).  What  do  second-language  learners  know  about  their  language 

learning?  A  second  look  at  retrospective  accounts.  Applied  Linguistics,  7,  186- 205.

 

Wenden,  A.,  (1987).  Learner  strategies  in  language  learning.  Englewood  Cliffs,  NJ: 

Prentice Hall.

 

Wenden,    A.    (1991).    Learner   strategies   for   learner   autonomy:    Planning    and 

implementing learner training for language learners.

 

Wenden,   A.(1998a).Learner  strategies  for  learner  autonomy.   Hertfordshire:Prentice

Hall.

 

Wenden,  A.  L.  (1998b).  Metacognitive  knowledge  and  language  learning.  Applied

Linguistics, 19(4), 515-537.

 

Wenden, A.(1999). An Introduction to Metacognitive Knowledge and Beliefs in Language Learning: 

Beyond the Basics. [Special Issue]System, 27, 435-441.

 

Wertsch,  J.  V.  (1991).  A  sociocultural approach to  socially shared  cognition.  In  L.  B. 

Resnick,  J.  M.  Levine,  &  S.  D.  Teasley  (Eds.), Perspectives  on  socially  shared cognition 

(pp.        85–100).        American        Psychological        Association. doi: 

10.1037/10096-004

 

West, R. (1994). Needs analysis in language teaching. Language Teaching, 27, 1-19. doi: 

10.1017/S0261444800007527

 

Wharton,  G.  (2000).  Language  learning  strategy  use  of  bilingual  foreign  language learners 

in Singapore. Language Learning, 50(2), 203-243.

 

Wickramasekera,  R.  (1998).A  Measurement  of  the  Stage  of  Internationalisation  of 

Firm.Working Paper No. 4/98. School of Management: Charles Sturt University, Australia.

 

Widdowson, H. G. (1972). The teaching of English as communication. ELT Journal, 27,

15- 19.

 

Widdowson, H.G. (1975). EST in theory and practice. An ETIC Occasional Paper.

London: The EnglishTeaching Information Centre.

 

Widdowson,   H.G.   (1978).   Teaching  language   as   communication.   London:   Oxford 

University Press.

 

Widdowson, H.G. 1979. Explorations in Applied Linguistics. Oxford: Oxford University Press.

 

Widdowson, H. G. (1983). Learning purpose and language use. Oxford: Oxford University Press.

 

Widdowson, H. G. (1990). Aspects of language teaching. Oxford: Oxford University Press.

 

Widdowson  H.G.  (1993).  The  ownership  of  English.  IATEFL  Annual  Conference Report, 

Plenaries 1993. Whitstable: IATEFL.

 

Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations and interest:   

Definitions,   development,   &   relations   to   achievement   outcomes. Developmental Review, 

(pp. 30, 1–35).

 

Wigfield, A., & Eccles, J. S. (1992). The development  of achievement tasks values:  A

theoretical analysis. Development Review, 12, 265–310.

 

Wigzell, R., & Al-Ansari, S. (1993). The pedagogical needs of low achievers. Canadian

Modern Language Review, 49(2), 302-315.

 

Wilkins, D. A. (1976). Notional syllabuses: A taxonomy and its relevance to foreign language 

curriculum development. Oxford: Oxford University Press.

 

Williams,  L.,  Hartman,  N.,   &Cavazotte,  F.  (2010).  Method  Variance  and  Marker Variables:  

A review  and  comprehensive  CFA  marker  technique.  Organizational Research Methods, 13(3), 

477-514.

 

Williams, Larry & Holahan, Patricia. (1994). Parsimony-Based Fit Indices for Multiple- Indicator 

Models: Do They Work?. Structural Equation Modeling-a Multidisciplinary Journal,1,161-189. doi: 

10.1080/10705519409539970.

 

Williams,   M.,&   Burden,   B.   (1997).   Psychology   for   language   teachers:   A   social 

constructivist approach. Cambridge: Cambridge University Press.

 

Willing,  K.,  (1994).  Learning  Strategies in  Adult Migrant Education.  Sydney National Centre 

for English Language Teaching &Research.

 

Willis, J. R. (2004). Perspectives on task-based instruction: Understanding our practices, 

acknowledging different practitioners. In B. L. Leaver & J. R. Willis (Eds.), Task-based 

instruction in foreign language education: Practices and programs (pp. 3-44). Washington, DC: 

Georgetown University Press.

 

Wilson, A.  (1993).  The Promise of Situated Cognition." In S. B. Merriam (Ed.), An update on adult 

learning theory (pp.  71-79).  San Francisco: Jossey-Bass.

 

Winne, P. H., Hadwin, A. F., Hacker, D., Dunlosky, J.,& Graesser, A. C. (1998).

Studying as self-regulated learning. In Metacognition in educational theory and practice. Mahwah, 

NJ: Erlbaum.

 

Wintergerst,  A.  C.,  DeCapua,  A., & Itzen,  R.  C. (2001). The  construct  validity of one 

learning styles instrument. System, 29(3), 385-403.

 

Wintergerst, A. C., DeCapua, A., & Verna, M. A. (2003). Conceptualizing learning style modalities 

for ESL/EFL students. System, 31(1), 85-106.

 

Wolfson,  N.  (1989). Perspectives:  Sociolinguistics  and  TESOL.  New  York:  Newbury House.

 

Wong,  A.  (2002).  The  management  of  customer  relationships  in  the  retail  industry. 

(Unpublished PhD thesis. Faculty of Business & Economics, Monash University).

 

Wong Fillmore, L. (1985). Second language learning in children: A proposed model. In Proceedings of 

a Conference on Issues in English Language Development for Minority Language Education. Arlington, 

VA: (ERIC Document Reproduction

Service No. ED 273 149)

 

Wong, C. C. Y., & Barrea-Marlys, M. (2012). The role of grammar in communicative language teaching: 

An exploration of second language teachers’ perceptions &classroom practices. Electronic Journal of 

Foreign Language Teaching, 9(1), 61–75.

 

Wong, C. Y. (2012). A case study of college-level second language teachers’ perceptions and 

implementations of communicative language teaching. The Professional Teacher,36(2), 1–17.

 

Wong,  K.  (2003).  What  does  quality  higher  education  mean  to  Asian  international 

students? Paper presented at The Annual Postgraduate Research Forum. Adelaide: University of South 

Australia.

 

Wong, K. Y. (2005). Critical success factors for implementing knowledge management in small and 

medium enterprises. Industrial Management & Data Systems, 105(3), 261-279.

 

Wong,   K.   Y.,   &  Aspinwall,   E.   (2003).   Is   knowledge   management   equivalent   to 

information   technology?   Proceedings   of   the   4th   European   Conference   on Knowledge 

Management(pp. 989-997).  Oxford: Oxford University Press.

 

Wong Fillmore, L. (2011). English learners and the Common Core Standards.Presentation to the 

Council of the Great City Schools Bilingual, Immigrant, and Refugee Education Directors’ Meeting, 

Las Vegas, NV.

 

Wong Fillmore, L., & Snow, C. E, (2002). What teachers need to know about language.In C. T. Adger, 

C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7–53). McHenry, 

IL: Delta Systems &Center for Applied Linguistics.

 

Woodrow,  L.  (2006).  Anxiety  and  speaking  English  as  a  Second  Language.  RELC Journal, 37, 

308-328.doi: 10.1177/033688206071315

 

Woodrow,  L.  (2011).  College  English  writing  cognitive:  Self-efficacy  and  anxiety.

System, 39, 510-522.

 

Woolfolk, A. E. (1998). Educational psychology. Boston: Allyn & Bacon.

 

World Bank Enterprise Survey, (2013). 

https://www.enterprisesurveys.org/content/dam/enterprisesurveys/documents/coun 

try-profiles/Pakistan-2013.pdf

 

Wragg, E. C. (1994). An introduction to classroom observation. London: Routledge.

 

Xie,     K.     L.     (2011).     Examining     structural     relationships     among     

cognitive destination,image, destination personality and behavioural intentions: The case of

ublished M.Phil thesis. The Hong Kong Polytechnic University).

 

Xie. Xijun (2003). Objects Management  and English Achievements: Teacher’s Role  in

Inspiring  Students’  Motivation  &  Objects  Managements.Exploration  of  Medical Education, 1.

 

Xiong,  X.  (2010).  A  comparative  study  of  boys’  and  girls’  English  study  differences.

Journal of Language Teaching &Research, 1(3), 309-312.

 

Xu,  J.  F.  (2007).  Autonomy  in  college  foreign  language  learning:  From  theoryto practice. 

Beijing, China: China Social Sciences Publishing House.

 

Ya’acob,      Z.      (2008).      A      structural      relationship      between      total      

quality management,strategic   control   systems   and   performance   of   Malaysian   local 

governments. (Unpublished doctoral thesis. Universiti Utara Malaysia).

 

Yalçin, S., & Spada, N. (2016). Language aptitude and grammatical difficulty:  An EFL 

classroom-based study. Studies in Second Language Acquisition, 38(2), 239-263.

 

Yang, A., & Cheung, C. (2003). Adapting textbook activities for communicative teaching and 

cooperative learning. English Teaching Forum, 41(3). Retrieved from 

http://exchanges.state.gov/forum/vols/vol41/no3/p16.htm

 

Yang,  Yunbao.,  Zhang,  Huayin,&  Wang  Jianghui.  (2009).  The  relationship  between 

motivational intensity and  achievement:  Implications for the  learning  of English by     Chinese 

    students.Asian     Social     Science,     5(10),.     Retrieved     from 

www.ccsenet.org/jornal.html

 

Yang,  N.  (1999). The  relationship  between EFL learners’ beliefs  and  learning  strategy use. 

System,27, 515-535.

 

Yano, (2003). Communicative Competence & English as an International Language Intercultural 

Communication Studies XII-3 2003 Yano - Communicative Competence 

https://web.uri.edu/iaics/files/07-Yasukata-Yano.pdf

 

Yaqoob, H. M. A. (2015). Constraints Faced by Teachers in Conducting CLT Based Activities at 

Secondary School Certificate (SSC) Level in Rural Area of Pakistan. Educational Research 

International Volume 4(2), 109-118.

 

Yashima, T. (2000). Orientations and motivations in foreign language learning: A study of Japanese 

college students. JACET Bulletin, 31, 121-133.

 

Yashima,  T.  (2002).  Willingness  to  communicate  in  a  second  language:  The  Japanese EFL 

context. Modern Language Journal, 86, 54-66.

 

Yashima,  T.  (2009).  International  Posture  and  the  Ideal  L2  Self  in  the  Japanese  EFL 

Context. In Z. Dörnyei,  & E. Ushioda  (Eds.),  Motivation,  language identity  and the L2 Self 

(pp. 144-163). Bristol: Multilingual Matters.

 

Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on 

willingness to communicate and second language communication.

Language Learning, 54,119-152. doi: 10.1111/j.1467-9922.2004.00250.x

 

Yasmin, M.,& Sohail, A. (2018). Learner Autonomy: Pakistani English Teachers’

Beliefs.  Bulletin of Education & Research, 40(2),  179-194.

http://pu.edu.pk/images/journal/ier/PDF-FILES/13_40_2_18.pdf

 

Yasmin, M. & Sohail, A. (2018a).  Socio-cultural barriers in promoting learner autonomy in 

Pakistani universities: English teachers’ beliefs. Cogent Education, 5,  1-12.

https://doi.org/10.1080/2331186X.2018.1501888.

 

Yasmin, M., & Sohail, A. (2018b). A creative alliance between learner autonomy &English language 

learning: Pakistani university teachers’ beliefs. Creativity Studies, 11, 1-9.

https://doi.org/10.3846/23450479.2017.1406874.

 

Yasmin, M., & Sohail, A. (2018c). Realizing learner autonomy in Pakistan: EFL teachers’ beliefs 

about their practices. International Journal of English Linguistics, 8(2), 153-162.

 

Yates, Lyn. (2004). What does good education research look like? Paper presented at the 

WhyLearning? Seminar, Australian Museum/University of Technology Sydney.

 

Yeung, A. S., Craven, R. G., & Kaur, G. (2014). Teachers' self-concept and valuing of learning: 

Relations with teaching approaches and beliefs about students. Asia- Pacific Journal of Teacher 

Education, 42(3), 305–320.

 

Yigit &Yeldirim.(2018). Perceptions of ELT Students Related to Learner Autonomy in Language 

Learning International Journal of Higher Education, 7(4), 76-89. http://ijhe.sciedupress.com

 

Yilmaz,  C.  (2010).  The  relationship  between  language  learning  strategies,  gender, 

proficiency and self-efficacy beliefs: A study of ELT learners in Turkey. Procedia

- Social &Behavioral Sciences, 2, 682-87.

 

Yin,  C.  (2008).  Language learning  strategies in  relation  to  attitudes,  motivations,  and 

learner  beliefs:  Investigating  learner  variables  in  the  context  of  English  as  a Foreign 

Language in China. (Unpublished Ph.D thesis, University of Maryland).

 

Yin, R.K. (2003). Case study research: Design and methods. Thousand Oaks, CA: Sage. Yin, R. K. 

(2009).. Case study research: Design and methods (4th ed.). and Oaks, CA:

Sage.

 

Yorke, M. (1999). Leaving early undergraduate ae non-completion in higher education.

London: Falmer Press.

 

Yorke, M., & Longden, B. (2008). The first-year experience in higher education in the UK: final 

report.  York, England: The Higher Education Academy.

 

Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking.

Foreign      Language      Annals,      23(6),      539-553.      doi:      10.1111/j.1944-

9720.1990.tb00424.x

 

Yufrizal, Hery. (2014, March). Teachers and Student’s Perceptions of Communicative

Competence in English as a Foreign Language in Indonesia. 2nd ICEL Journal, 1(2).

 

Zabihi, R. (2018). The role of cognitive and affective factors in measures of L2 writing.

Written Communication, 35(1),  32-57.

 

Zeegers, P. (2001). Students learning in science: A longitudinal study. British Journal of 

educational Psychology, 71, 115–132.

 

Zhang,  L. J. (2010a). A dynamic  metacognitive  systems account of Chinese  university students’ 

knowledge about EFL reading.  TESOL Quarterly, 44(2), 320-353. doi: 10.5054/tq.2010.223352

 

Zhang, S., Zhao, J.,& Tan, W. (2008). Extending TAM for online learning systems: An intrinsic 

motivation perspective. Tsinghua Science & Technology, 13,312-317.

 

Zhang,  Xiuyuan  &  Cui,  Gang.  (2010).  Learning  beliefs  of  distance  foreign  language 

learners     in     China:     A     survey     study.     System.     38.     30-40.     doi: 

10.1016/j.system.2009.12.003

 

Zhang, Z. H. (1999).  Developing an instrument for measuring TQM implementation in Chinese      

context.      SOM      Research      Report,      99A48,      University      of 

Groningen,Netherlands.

 

Zhang, Z. H. (2000). Implementation of total quality management: An empirical study of Chinese 

manufacturing firms. Unpublished PhD thesis. University of Groningen, Netherlands.

 

Zhang,  Z.  H.,  Waszink,  A.  B.,  &  Wijngaard,  J.  (2000).  An  instrument  for  measuring TQM  

      implementation        for        Chinese        manufacturing        companies. 

InternationalJournal of Quality & Reliability Management, 17(7), 730-755.

 

Zhang,  Caihong  (2003).  Different  Study  Motivations  and  Different  Achievements,

Northern China Industrial Transactions, 2.

 

Zheng,  D.,  Young,  M.,  Brewer,  R.,  &  Wagner,  M.  (2009).  Attitude  and  self-efficacy 

change: English language learning in virtual worlds. CALICO Journal, 27(1), 205- 231.

 

Zhenhui, R. (2001). Matching teaching styles with learning styles in East Asian Context.

Retrieved from http://iteslj.org

 

Zhu,  C.,  (2002).Psychology  in  foreign  language  teaching  and  learning.  Shanghai; Shanghai 

ForeignLanguage Education Press.

 

Zhu, W. (2000). Which should it be called: Convergent validity or discriminant validity?

Research Quarterly for Exercise & Sport, 71(2), 190.

 

Zikmund, W. G. (2000). Business research methods (6th ed.). Orlando, FL: The Dryden

Press.

 

Zikmund, W. (2009).Business research methods. New York: Texere.

 

Zikmund, W. G.,& Babin, B J. (2006).Exploring marketing research. Mason OH: Thomson South-Western.

 

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic  learning.

Journal of Educational Psychology, 81(3), 329-339.

 

Zimmerman,   B.,   Bandura,   A.,   &   Martinez-Pons,   M.   (1992).   Self-motivation   for 

academic  attainment:  The  role  of self-efficacy  beliefs  and  personal goal-setting. American   

   Educational      Research      Journal,       29(3),       663-676.       doi: 

10.3102/00028312029003663

 

Zimmerman,  B.  J.,  &  Kitsantas,  A.  (1997).  Developmental  phases  in  self-regulation: 

Shifting from process goals to outcome goals. Journal of Educational Psychology, 89(1), 29–36.

 

Zimmerman,  B.  J.,&  Kitsantas,  A.  (2007).  A writer’s discipline:  The  development  of 

self-regulatory skill. In G. Rijlaarsdam (Series Ed.) P. Boscolo  & S. Hidi (Volume Eds.), Studies 

in Writing, 19, Writing &Motivation (pp. 51–69). Oxford: Elsevier.

 

Zimmerman,  B.  J.,  &  Martinez-Pons,  M.  (1990).  Student  differences  in  self-regulated 

learning:  Relating  grade,  sex,  and  giftedness  to  self-efficacy  and  strategy  use. Journal 

of Educational Psychology, 82(1), 51-59.

 

Zimmerman,  B.,&  Schunk,  D.  (2008).  Motivation:  An  essential  dimension  of  self- regulated 

learning. In D. Schunk & B. J. Zimmerman (Eds.), Motivation and self- regulated learning: Theory, 

research, and applications (pp. 1-30). Hillsdale, NJ:

Erlbaum.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)