Abbasi, M. H., Siddiqi, A., & Azim, R. U. A. (2011). Role of effective
communications for enhancing leadership and entrepreneurial skills in university students.
International Journal of Business and Social Science, 2(10), 242-250. Retrieved from:
http://search.proquest.com/docview/904512718?accountid=48385
Abdo, I. B., & Breen, G. M. (2010). Teaching EFL to Jordanian students: new strategies for
enhancing English acquisition in a distinct Middle Eastern student population. Creative Education,
1(1), 39–50. doi.org/10.4236/ce.2010.11007
Abdallah, A. A., & Ahmed, A. G. (2015). The impact of self-confidence on EFL Sudanese tertiary
level students 1. International Journal of Information Research and Review, 2(9), 1093–1106.
Retrieved from: http://www.ijirr.com/sites/default/files/issues-files/0517.pdf
Abdullah, M. H. (2001). Self-directed learning: Research Report. ERIC Document Reproduction Service
No. ED459458. Retrieved from: http://ericfacility.net/ericdigests/ed459458
Adegbile, J. A., &Alabi, O. F. (2005). Proficiency and communicative competence in L2: Implications
for teachers and learners Institute of Education University of Ibadan Ibadan, Nigeria.
International Journal of African & African American Studies, 4(2), 13-20.
Admiraal, W., Huisman, B., & Pilli, O. (2015). Assessment in massive open online courses. Electron.
J. e-Learning, 13, 207–216.
Ahmed, M. A. (2016). Introduction to the psychology of self-esteem .Nova Science Publishers, Inc.
Retrieved from: https://www.researchgate.net/publication/311440256_Introduction_to_the_Psyc
hology_of_self-esteem
Aina, J. K., Ogundele, A. G., & Olanipekun, S. S. (2013). Students’ proficiency in English language
relationship with academic performance in science and technical education. American Journal of
Educational Research, 1(9), 355-358. Retrieved from: http://pubs.sciepub.com/education/1/9/2
Akbari, Z. (2015). Current challenges in teaching/learning English for EFL learners: the case of
junior high school and high school. Procedia - Social and Behavioral Sciences, 199, 394–401.
Akram, M., & Ghani, M. (2013). Gender and Language Learning Motivation.
Academic Research International, 4(2), 536–540.
Al-Abdallat, Z. & Omari, M. H. A. (2019). English language teachers’ suggestions to
overcome the challenges they face in teaching oral skills. International Journal of English and
Education, 8(3), 141-155.
Al-ahdal, A. A., Alfallaj, F., Al-awaied, S., & Al-hattami, A. (2014). A comparative study of
proficiency in speaking and writing among EFL learners in Saudi Arabia. American International
Journal of Contemporary Research, 4(2), 141– 149.
Alasmari, A. (2015). A Comparative Determination of Barriers of Oral English Learning Faced by
Preparatory Year Students. European Scientific Journal, 11(35), 58-81.
Al-Bataineh, K. B. (2019). English language learning beliefs of Jordanian students: the effect of
gender. International Journal of English Linguistics, 9(2), 219-228. doi:10.5539/ijel.v9n2p219.
Al-Eiadeh, A., Al-Sobh, M., Al-Zoubi, S. & Al-Khasawneh, F. (2016). Improving English language
speaking skills of Ajloun national University students.
International Journal of English and Education, 5(3), 181-195.
Alexandria, W. (2009). Adult English learners’ self-assessment of second language proficiency:
Contexts and conditions. New York, NY: New York University Press.
Alhabahba, M. M., Pandian, A., & Mahfoodh, O. H. A. (2016). English language education in Jordan:
Some recent trends and challenges. Cogent Education, 3(1), 1–14.
doi.org/10.1080/2331186X.2016.1156809
Alharbi, H. (2015). Improving Students’ English Speaking Proficiency in Saudi Public Schools.
International Journal of Instruction, 8(1), 105-116.
Al-hebaish, S. M. (2012). The correlation between general self-confidence and academic achievement
in the oral presentation course. Theory and Practice in Language Studies, 2(1), 60–65.
doi.org/10.4304/tpls.2.1.60-65
Al-Hosni, S. (2014). Speaking difficulties encountered by young EFL learners.
International Journal on Studies in English Language and Literature, 2(6), 22- 30.
Alibakhshi, G., & Sarani, A. (2014). Self-assessment impact on EFL learners’ speaking fluency and
accuracy: Does level of proficiency matter? TELL, 8(2), 119–143.
Alibakhshi, G., & Sharakipour, H. (2014). The effect of self-assessment on EFL learners’ receptive
skills (kesan penilaian kendiri terhadap kemahiran reseptif dalam kalangan pelajar bahasa inggeris
sebagai bahasa kedua (ELF). Jurnal
Pendidikan Malaysia, 39(1), 9–17.
Al-jamal, D. A., & Al-jamal, G. A. (2014). An investigation of the difficulties faced
by EFL undergraduates in speaking skills. English Language Teaching, 7(1), doi:10.5539/elt.v7n1p19.
Al-Khawaldeh, N., & Bani-Khair, B. (2016). The impact of poor English language proficiency on
professional development of professors at Jordanian universities. Arab World English Journal
(AWEJ), 7(3), 134–145.
Alkhawaldeh, A. (2010). The Challenges Faced By Jordanian English Language Teachers At Amman 1st
And 2nd Directorates Of Education. College Student Journal, 44(4), 836-859.
Alnakhalah, A. (2016). Problems and Difficulties of Speaking That Encounter English Language
Students at Al Quds Open University. International Journal of Humanities and Social Science
Invention, 5(12), 96-101.
Al-Nawrasy, O. (2012). The effect of native and nonnative English language teachers on secondary
students’ achievement in speaking skills. Jordan Journal of Educational Sciences, 9(2), 243–254.
Alonso, R. (2018). Speaking in a Second Language. Amesterdam: John Benjamins Publishing Company.
Alrabai, F. (2017). Self-esteem of Saudi learners and its relationship to their achievement in
English as a foreign language. English Linguistics Research, 6(4), 1-12. doi.org/10.5430/elr.v6n4p1
Alrabai, F., & Moskovsky, C. (2016). The Relationship between Learners’ Affective Variables and
Second Language Achievement. Arab World English Journal, 7(2), 77-103.
doi.org/10.24093/awej/vol7no2.6
Alrawashdeh, A. I., & Al-zayed, N. N. (2017). Difficulties that English teachers encounter while
teaching listening comprehension and their attitudes towards them. English language teaching,
10(5), 167-178. doi.org/10.5539/elt.v10n5p167
Al-roud, A. A. (2016). Problems of English speaking skill that University students encounter from
their perspectives. British Journal of Education, Society & Behavioural Science, 18(3), 1-9. doi:
10.9734/bjesbs/2016/28404.
Al-Sobhi, B., & Preece, A. (2018). Teaching English Speaking Skills to the Arab Students in the
Saudi School in Kuala Lumpur: Problems and Solutions.
International Journal of Education & Literacy Studies, 6(1), 1-11.
Al-tamimi, R. (2019). Policies and issues in teaching English to Arab EFL learners: A Saudi Arabian
perspective. Arab World English Journal, 10(2), 68-76.
https://dx.doi.org/10.24093/awej/vol10no2.6
Alwazir, B., & Shukri, N. (2016). The use of CLT in the Arab context: a critical
perspective. International Journal of English Language Education, 5(1), 15-32.
doi.org/10.5296/ijele.v5i1.10486
Alzahrani, G. A. S. (2019). The reasons behind the weakness of speaking English among English
department's students at Najran University. Journal of Education and Human Development, 8(1),
48-56. doi: 10.15640/jehd.v8n1a7
American Council on the Teaching of Foreign Languages. (2017). Role of educators in
technology-enhanced language learning. Retrieved from:
https://www.actfl.org/news/position-statements/statement-the-role
Andrade, H. (2010). Students as the definitive source of formative assessment: academic
self-assessment and the self-regulation of learning. NERA Conference Proceedings 2010. 25.
Retrieved from: https://opencommons.uconn.edu/nera_2010/25
Andrade, H. L. (2019). A critical review of research on student self-assessment.
Frontiers in Education, 4(87). doi:10.3389/feduc.2019.00087
Andrade, H., & Boulay, B. (2003). Gender and the role of rubric-referenced self- assessment in
learning to write. Journal of Educational Research, 97(1), 21–34.
Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting
self-regulated learning, in Assessment for Learning: Meeting the Challenge of Implementation, eds
D. Laveault and L. Allal (Heidelberg: Springer), 293–309. doi: 10.1007/978-3-319-39211-0_17
Andrade, H., & Brookhart, S. (2019). Classroom assessment as the co-regulation of learning.
Assessment in Education: Principles, Policy & Practice. doi:10.1080/0969594X.2019.1571992
Andrade, H. L. (2019). A critical review of research on student self-assessment.
Frontiers in Education, 4(87), 1-13. doi:10.3389/feduc.2019.00087
Andrade, H., & Du, Y. (2007). Students’ responses to criteria referenced self- assessment.
Assessment and Evaluation in Higher Education, 32(2), 159-181.
Arcario, P. (1991). Criteria for selecting video materials. In S. Stempleski & P. Arcario (Eds.)
Video in Second Language Teaching. Richmond, VA: TESOL, Inc.
Anwar, M. S. (2017). ESL/EFL learners’ poor performance in English: the factors ESL/EFL learners’
poor performance in English. Journal of Asian and African
social science and humanities, 3(1), 18-26.
Anwari, A. (2019). Investigating the factors causing poor English language learning at
Zahir Shahi and Temoor Shahi high school. American International Journal of Education and
Linguistics Research, 2(1).
Apuke, O. (2017). Quantitative Research Methods A synopsis approach. Arabian Journal Business and
Management Review, 6(10), 40-47. doi:10.12816/0040336
Arndt, J. D. (2017). Self-directed learning for English language learners. International Journal
for Teachers of English, 4(1), 1-9. Retrieved from http://
libds.tamagawa.ac.jp/dspace/bitstream/11078/472/1/3-1-5.pdf
Arnaiz, P., & Guillen, F. (2012). Self-concept in university-level FL learners. The International
Journal of the Humanities, 9(4), 81-92. Retrieved from http://www.Humanities-Journal.com
Asadifard, A., & Koosha, M. (2013). EFL instructors and student writers' perceptions on academic
writing reluctance. Theory and Practice in Language Studies, 3 (9), 1572-1578.
Asif, F. (2017). The Anxiety Factors among Saudi EFL Learners: A Study from English Language
Teachers’ Perspective. English Language Teaching, 10(6), 160-173.
Assis, B. M. (2012). Self-assessment of writing skills: A reliable and valid tool in an EFL
classroom (Doctoral dissertation). Retrieved from
https://run.unl.pt/bitstream/10362/7292/1/Binder1.pdf
Avgerou, E. (2018). Self-perceived proficiency in English of international students in Université
Catholique de Louvain: Attitudes towards English, problems and strategies. A dissertation of
Master in Linguistics.
Ayd?n, B. (2001). A study of sources of foreign language classroom anxiety in speaking and writing
classes. (Dissertation). Eski?ehir, Turkey: Anadolu University.
Azorín, M. J. M. (1991). Self-assessment in second language teaching. Revistá Alicantina de
Estudios Englises, 4, 91-101.
Baars, M., Vink, S., van Gog, T., de Bruin, A., & Paas, F. (2014). Effects of training
self-assessment and using assessment standards on retrospective and prospective monitoring of
problem solving. Learn. Instruc. 33, 92–107. doi: 10.1016/j.learninstruc.2014.04.004
Babaii, E., Taghaddomi, S., & Pashmforoosh, R. (2016). Speaking self-assessment: mismatches between
learners’ and teachers’ criteria.Language Testing, 33(3),
411–437.
Bachman, L. F., & Palmer, A. S. (1989). The construct validation of selfratings of
communicative language ability. Language Testing, 6 (1), 14-29.
Bachman, L. F., & Palmer, A. S. (1996).Language testing in practice. Oxford, United Kingdom: Oxford
University Press.
Bagaric, V. (2007). Defining communicative competence. Metodika, 2, 94-103
Bahrani, T., & Tam, S. S. (2011). Technology and language learning: Exposure to TV and radio news
and speaking proficiency. Kritika Kultura, 17, 144-160.
Bahrani, T., & Tam, S. S. (2012). Audiovisual news, cartoons, and films as authentic language input
and language proficiency development. The Turkish Online Journal of Educational Technology, 11(4),
56-64.
Bailey, K. M., & Damerow, R. M. (2014). Teaching and learning English in the Arabic-speaking world.
New York, NY: Routledge.
Baleghizadeh, S., & Masoun, A. (2013). The effect of self-assessment on EFL learners. TESL Canada
Journal, 31(1), 42–59.
Bal-Gezegina, B. (2014). An investigation of using video vs. audio for teaching vocabulary.
Procedia - Social and Behavioral Sciences, 143, 450–457.
https://doi.org/10.1016/j.sbspro.2014.07.516
Bani, I. A. & Breen, G. (2010). Teaching EFL to Jordanian students: New strategies for enhancing
English acquisition in a distinct Middle Eastern student population. Creative education, 1, 39-50
doi:10.4236/ce.2010.11007.
Barney, S., Khurum, M., Petersen, K., Unterkalmsteiner, M., & Jabangwe, R. (2012). Improving
students with rubric-based self-assessment and oral feedback. IEEE Transac. Educ. 55, 319–325. doi:
10.1109/TE.2011.217 2981
Barzgarn, F., & Ghaemi, H. (2017). TOEFL IBT speaking, goal–orientation and self- assessment: A
study of Iranian EFL learners. Bulletin de La Société Royale Des Sciences de Liège, 86, 25–42.
Basco, L. M., & Han, S, H. (2016). Self-esteem, motivation, and anxiety of Korean university
students. Journal of Language Teaching and Research, 7(6), 1069- 1078.
doi.org/10.17507/jltr.0706.02
Basta, J. Batiha, J. M., Mustaffa, R. & Noorizah, M. N. (2018). Foreign language speaking anxiety
of Jordanian freshman English learners. Akademika, 88(1), 153-
165. doi.org/10.17576/akad-2018-8801-11.
Basta, J. (2011). The role of the communicative approach and cooperative learning in
higher education. Facta Universitatis, 9(2), 125–143.
Bataineh, R., & Baniabdelrahman, A. (2006). Jordanian EFL students’ perceptions of their computer
literacy. International Journal of Education and Development Using ICT, 2(2), 35–50. Retrieved
from: http://ijedict.dec.uwi.edu/viewarticle.php?id=169&layout=html
Bazeley, P. (2007). Qualitative data analysis with NVivo. London, England: Sage Publications Ltd.
Beere, J. (2010). Learning in the classroom: Independent thinking extra. Retrieved from
https://www.independentthinking.co.uk/media/42361/learning-in-the- classroom.pdf
Benson, P. (1997). The philosophy and politics of learner autonomy. In P. Benson and
P. Voller (Eds.), Autonomy and Independence in Language Learning. London, England: Longman.
Benson, P., & Voller, P. (1997). Introduction: Autonomy and independence in language learning. In
P. Benson and Voller P. (Eds), Autonomy and Independence in Language Learning. Harlow, England:
Longman.
Benson, P. (2000). Autonomy as a learner’s and teacher’s right. In B. Sinclair, I. McGrath and T.
Lamb (Eds), Learner Autonomy, Teacher Autonomy: Future Directions. Harlow, England: Longman.
Benson, P. (2001). Teaching and researching autonomy in language learning. Essex, England. Pearson
Education Ltd.
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the
field. In P. Benson & H. Reinders (Eds.), Beyond the language classroom, 7-16. New York: Palgrave
Macmillan.
Benson, P. (2011). What’s new in autonomy? The Language Teacher, 35(4), 15-18. Benson, P. (2007).
Autonomy in language teaching and learning. Language Teaching,
40, 21-40.
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the
college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1–21.
Retrieved from:
http://www.sicet.org/journals/ijttl/issue0901/1_Berk.pdf
Berk, R.A. (2009). Integrating video clips into the “legacy content” of the K–12
curriculum: TV, movies, and YouTube in the classroom. Retrieved from:
https://www.researchgate.net/publication/267854486
Bharathi, P. (2014). Self –directed learning and learner autonomy in English language teacher
education: Emerging trends. International Journal for Teachers of English, 4, 12321-7170
Binalet, C. B., & Guerra, J. M. (2014). A study on the relationship between motivation and language
learning achievement among tertiary students. International Journal of Applied Linguistics &
English Literature, 3(5), 251–
260. https://doi.org/10.7575/aiac.ijalel.v.3n.5p.251
Blue, G. (1994). Self-assessment of foreign language skills: Does it work? CLE Working Papers, 3,
18–35.
Bol, L., Hacker, D. J., Walck, C. C., & Nunnery, J. A. (2012). The effects of individual or group
guidelines on the calibration accuracy and achievement of high school biology students. Contemp.
Educ. Psychol. 37, 280–287.
doi: 10.1016/j.cedpsych.2012.02.004
Bolívar-cruz, A., Verano-tacoronte, D., & González-betancor, S. M. (2015). Is University students’
self-assessment accurate? Peris-ortiz, j.m. Merigó lindahl (eds.), Sustainable Learning in Higher
Education, Innovation, Technology, and Knowledge Management. doi 10.1007/978-3-319-10804-9.
Bonk, C. (2009). The world is open: how web technology is revolutionizing education.
San Francisco, CA: Jossey-Bass
Boud, D., Lawson, R., & Thompson, D.G. (2015). The Calibration of Student Judgement through
Self-Assessment. Higher Education Research & Development, 34 (1): 45-59. doi:
10.1080/07294360.2014.934328.
Bourke, R. (2014). Self-assessment in professional programmes within tertiary institutions. Teach.
High. Educ. 19, 908–918.
doi: 10.1080/13562517.2014.934353
Bourke, R. (2016). Liberating the learner through self-assessment. Cambridge J. Educ, 46, 97–111.
doi: 10.1080/0305764X.2015.1015963
Bozatl?, I. (2003). Academic oral presentation skills instructors' perceptions of the final project
presentation rating scale used in the modern languages department at Middle East Technical
University. (Thesis). Ankara, Turkey: Bilkent
University.
Bozorgian, H. (2012). The relationship between listening and other language skills in
international English language testing system. Theory and Practice in Language Studie, 2(4),
657–663. https://doi.org/10.4304/tpls.2.4.657-663
Brantmeier, C., Vanderplank, R., & Strube, M. (2012). What about Me? System, 40(1), 144–160.
doi:10.1016/j.system.2012.01.003.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in
Psychology, 3, 77-101.
Brière, E. J. (1972). Are we really measuring proficiency with our foreign language tests? In H. B.
Allen & R. N. Campbell (Eds.), Teaching English as a second language: A book of readings (2nd ed.).
New York: McGraw-Hill Book Company.
Brinkman, S., & Kvale, S. (2015). Interviews—Learning the Craft of Qualitative Research
Interviewing. Los Angeles, CA: Sage
Brown, G. T., & Harris, L. R. (2013). Student self-assessment, in Sage Handbook of Research on
Classroom Assessment, ed J. H. McMillan (Los Angeles, CA: Sage), 367–393. doi:
10.4135/9781452218649.n21
Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice:
reframing self-assessment as a core competency. Frontline Learn. Res. 3, 22–30. doi:
10.14786/flr.v2i1.24
Brown, H. D. (1973). Affective variables in second language acquisition. Language Learning, 23,
231-244.
Brown, H. D. (2000). Principles of language learning and teaching. San Francisco,
SA: Longman.
Brown, H. (1994). Principles of language learning and teaching. Englewood Cliffs,
NJ: Prentice-Hall.
Brown, J. (2001). Using surveys in language programs. Cambridge, England: Cambridge University
Press.
Brown, N.A., Dewey, D.P., & Cox, T.L. 2014. Assessing the Validity of Can-Do Statements in
Retrospective (Then-Now) Self-assessment. Foreign Language Annals, 47(2): 261-285.doi:
10.1111/flan.12082.
Bryce, J. M. (2019). Enhancing the effectiveness of self-directed learning and supporting at-risk
students through blackboard journal.
Https://www.researchgate.net/publication/335527310
Burnard, P. (1991). A method of analysing interview transcripts in qualitative
research. Nurse Education Today, 11,461-466
Butler, Y. G. (2018). Young learners’ processes and rationales for responding to self- assessment
items: cases for generic can-do and five-point Likert type formats, in Useful Assessment and
Evaluation in Language Education, eds J. Davis et al. (Washington, DC: Georgetown University
Press), 21–39. doi: 10.2307/j.ctvvngrq.5
Butler, Y. G., & Lee, J. (2010). The effects of self-assessment among young learners of English.
Language Testing, 27(1), 5–31. doi.org/10.1177/0265532209346370
Bygate, M. (2009). Teaching the spoken foreign language. In B. Seidlhofer & K. Knapp (Eds.),
Teaching the spoken foreign language, 401-438. Berlin, Germany: Mouton de Gruyter.
Cabeza, C., Daselaar, S. M., Dolcos, F., Prince, S. E., Budde, M., &Nyberg, N.
(2004).Task-independent and task-specific age effects on brain activity during working memory,
visual attention and episodic retrieval. Cerebral Cortex, 14(4), 364–375.
doi.org/10.1093/cercor/bhg133
Caganaga, Ç. K. (2014). The effects of communicative approach on learners foreign language
proficiency levels by using the needs analysis in English for specific purposes classes.
International Online Journal of Education and Teaching, 1(2). Retrieved from:
http://iojet.org/index.php/IOJET/article/view/26
Canipe J. B., & Fogerson, D. L. (2006). The literature of self-directed learning: Dissertations.
International Journal of Self-directed Learning, 3(2), 34-45.
Cassidy, S. (2007). Assessing ‘inexperienced’ students’ ability to self-assess: Exploring links
with learning style and academic personal control. Assessment & Evaluation in Higher Education,
32(3), 313–330. doi:10.1080/02602930600896704
Cavaye, A. L. M. (1996). Case study research: a multi-faceted research approach for IS. Information
Systems Journal, 6, 227-242.
Chan, D., & Herrero, C. (2010). Using film to teach languages: a teachers’ toolkit for educators
wanting to teach languages using film in the classroom, with a particular focus on Arabic,
Mandarin, Italian and Urdu. Retrieved from:
http://www.academia.edu/16421210/The_Impact_of_Using_Movies_on_Learni
ng_ English_language_at_University_of_Halabja
Chang, C.-C., Liang, C., & Chen, Y. H. (2013). Is learner self-assessment reliable and
valid in a Web-based portfolio environment for high school students? Comput. Educ.60, 325–334. doi:
10.1016/j.compedu.2012.05.012
Chatwin, H. (2017). Linguistic imperialism in Jordan: The impact of English education curriculum on
cultural behaviors of secondary students in Amman. Colorado, CA: Sit Study Abroad.
Chavez, M. (2014). Variable beliefs about the need for accuracy in the oral production of German:
An exploratory study. International Journal of Applied Linguistics (United Kingdom), 24(1), 97–127.
doi.org/10.1111/ijal.12029
Chen, Y. M. (2008). Learning to self-assess oral performance in English: A longitudinal case study.
Language Teaching Research, 4(1), 1-20 doi.org/10.1177/1362168807086293
Cheng, C. J. (2005). The relationship of foreign language anxiety of oral performance achievement,
teacher characteristics and in-class activities. (Thesis). Taipei City: Ming Chuan University.
Chomsky, N. (1965). Aspects of the theory of syntax. Massachusetts, MA: The MIT Press.
Christiansen, B. (2009). Dual coding theory and trilingual implications on recall. The Huron
University College Journal of Learning and Motivation, 47(1).
Retrieved from: https://ir.lib.uwo.ca/hucjlm/vol47/iss1/2
Christianson, M., Hoskins, C., & Watanabe, A. (2009). Evaluating the effectiveness of a
video-recording based self-assessment system for academic speaking.
Language Research Bulletin, 24, 1-15. Retrieved from
http://web.icu.ac.jp/lrb/docs/Christianson-Hoskins-Watanabe.pdf
Chua, Y. P. (2012). Mastering research methods. Selangor, Malaysia: McGraw-Hill Education.
Cibangu, K. S. (2012). Qualitative Research: The Toolkit of Theories in the Social Sciences. In
Asuncio?n Lo?pez-Varela (Ed.). Theoretical and Methodological Approaches to Social Sciences and
Knowledge Management, 95–126. InTech.
Clark, J. & Paivio, A. (2014). Dual coding theory and education. Ontario, Canada: University of
western Ontario. doi: 10.1007/bf01320076
https://www.researchgate.net/publication/225249172
Clark, J., & Paivio, A. (1991). Dual Coding Theory and Education. Educational
Psychology Review, 3(3), 149-210. Retrieved from
http://www.jstor.org/stable/23359208
Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges
and developing strategies for effective learning. The Psychologist, 26(2), 120- 123.
Cohen, M. T. (2012). The importance of self-regulated for college student learning.
College Student Journal, 46(4), 892-902.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education.
London, England: Routledge Falmer.
Cooke, S. D. (2013). Examining transcription, autonomy and reflective practice in language
development. RELC Journal, 44(1), 75-85.
Coombe, C. (2002). Self-Assessment in language testing: Reliability and validity issues.Phil's EFL
Support Site. Retrieved from http://www.philseflsupport.com/selfassessment.htm
Coskun, L. (2014). The girls are better at language learning: A comparative approach.
Journal of Educational and Social Research, 4(2), 71-21. doi:10.5901/jesr.2014.v4n2p17
Cotteral, S. (2000). Promoting learner autonomy through the curriculum. ELT Journal, 54(2),
109-117.
Council of Europe. (2001). Common European Framework of Reference for languages: Learning,
teaching, and assessment. Retrieved from: http://www.coe.int
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing among Five Approaches
(3rd Ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd
Ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2009). Research Design: Qualitative, Quantitative and Mixed Method Approaches (3rd
Ed.). Thousand Oaks, CA: Sage Publications.
Creswell, J. W. (2002). Educational research: Planning, conducting and evaluating quantitative and
qualitative research. Boston, MA: Pearson Education, Inc.
Crusan, D. (2011). The promise of directed self-placement for second language
writers. TESOL Quarterly, 45(4), 774–774. doi:10.5054/tq.2010.272524.
Crystal, D. (2012). English as a Global Language (Canto Classics ed. 2nd Revised
Edition). Cambridge: Cambridge University Press.
Daniels, G. (2014). Learning videos - do they work for you? An exploration of the value of
integrating on-line instructional videos into the students’ learning experience in practical
workshops. Journal of Learning and Teaching, 5(9), 1- 11.
Deci, E. L., & Ryan, R. M. (2015). Self-determination theory: International encyclopedia of the
social & behavioral sciences. Elsevier, 11(2), 13-19. doi.org/10.1016/B978-0-08-097086-8.26036-4
De Grez, L., Valcke, M., & Roozen, I. (2012). How effective are self- and peer assessment of oral
presentation skills compared with teachers’ assessments? Active Learn. High. Educ. 13, 129–142.
doi: 10.1177/1469787412441284
DeLeger, D. S. (2009). Self-assessment of speaking skills and participation in a foreign language
class. Foreign Language Annals, 42(1), 158–178.
Denzin, N. K., & Lincoln, Y. S. (Eds.) (2011). The SAGE Handbook of Qualitative Research (5th Ed.).
Thousand Oaks, CA: Sage Publications.
Denzin, N. K., & Lincoln, Y. S. (2005). Introduction: The Discipline and Practice of Qualitative
Research. In N. K. Denzin & Y. S. Lincoln (Eds.). The SAGE Handbook of Qualitative Research (3rd
Ed.). 1–32. Thousand Oaks, CA: Sage Publications.
DeSaint-Leger, D. (2009). Self-assessment of speaking skills and participation in a foreign
language class. Foreign Language Annals, 42, 158-178.
Deville, M., & Deville, C. (2003). Computer adaptive testing in second language contexts. Annual
Review of Applied Linguistics, 19, 273–299.
doi:10.1017/ S0267190599190147.
Dincer, A., & Yesilyurt, P. S. (2017). Motivation to speak English: A self- determination theory
perspective. Erzincan University, Turkey Ataturk University, 53, 1-25.
Dislen, G. (2013). The reasons of lack of motivation from the students’ and teachers’ voices. The
Journal of Academic Social Science, 1(1), 35–45.
Dolosic, H. N., Brantmeier, C., Strube, M., & Hogrebe, M. C. (2016). Living language:
Self-assessment, oral production, and domestic immersion. Foreign
Language Annals, 49(2), 302–316. http://doi.org/10.1111/flan.12191
Donaghy, K. (2014). How can film help you teach or learn English? Retrieved from:
www.britishcouncil.org/voices-magazine/how-can-film-help-you-teach-or- learn-english
Donnellan, M. B., Kali, H. T., Richard, W. R., Moffitt, T. E., & Caspi, A. (2005).
Low self-esteem is related to aggression, antisocial behavior, and delinquency.
Psychological Science, 16(4), 328–335. http://doi:10.1111/j.0956-7976.2005
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117
– 135.
Dornyei, Z. (2006). Attitudes, orientations, and motivations in language learning: Advances in
theory, research, and applications. Oxford, England: Blackwell.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second
language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Drbseh, M. M. H. (2013). The spread of English language in Jordan. International Journal of
Scientific and Research Publications, 3(9), 153-200.
Edwards, E., & Roger P. (2015). Seeking out challenges to develop L2 self- confidence: A language
learner's journey to proficiency. TESL-EJ, 18(1), 1–24. Retrieved from:
https://www.tesl-ej.org/wordpress/issues/volume18/ej72/ej72a3/
Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management
Review, 14, 532-550.
El-Anzi, F. O. (2005). Academic achievement and its relationship with anxiety, self- esteem,
optimism, and pessimism in Kuwaiti students. Social Behavior and Personality: An International
Journal, 33(1), 95-104. doi.org/10.2224/sbp.2005.33.1.95
Elttayef, A. I., & Hussein, N. O. (2017). Arab learners’ problems in learning English language: A
teacher perspective Journal of literature, languages and linguistics. Iiste an International
Peer-reviewed Journal, 40(3).
Erickson, G. (1996). Teachers and students reflect on the standardized test in English: Results
from two questionnaire studies.Goteborgs, Sweden: Goteborgs
University.
Essays, UK. (November 2018). Communicative Language Teaching And
Communicative Competence. Retrieved from:
https://www.ukessays.com/essays/english-language/communicative-language-
teaching-and-communicative-competence.php?vref=1
Esteki, B. (2014). The relationship between implicit and explicit knowledge and
language acquisition. Theory and practice in language studies, 4(7), 1520-1525.
Esterhuizen, P. (2007). Review: The self-directed learning readiness of first year bachelor nursing
students. Journal of Research in Nursing, 12(4), 387-388. doi: 10.1177/17449871070 77532
Etemad, S. (2011). The effect of learning to self-assess oral proficiency on introvert and
extrovert Iranian intermediate EFL learners’ oral proficiency.
ChaharMahaal, Iran: Islamic Azad University Publication
Etikan, I. (2016). Comparison of convenience sampling and purposive sampling.
American Journal of Theoretical and Applied Statistics. http://doi.org/10.11648/j.ajtas.20160501.11
Falchikov, N. (2005) Improving assessment through student involvement: Practical solutions for
aiding learning in higher and further education. New York: RoutledgeFalmer.
Fathali, S., & Okada, T. (2016). A self-determination theory approach to technology- enhanced
out-of-class language learning intention: A case of Japanese EFL learners. International Journal of
Research Studies in Language Learning, 6(4), 53-64.
Fauziati, E. (2015). A state of the art of communicative competence theory. Journal of English
Studies, 2(2), 78-86.
Feilzer, M. Y. (2010). Doing mixed methods research pragmatically: Implications for the rediscovery
of pragmatism as a research paradigm. Journal of Mixed Methods Research, 4, 6–16.
Feng, Z. (2007). The perceptions of Chinese junior high and senior high students regarding the
teaching and learning of English listening and speaking skills. (Dissertation). Lubbock, TX: Texas
Tech University.
Ferrer, F. P. (2015). Correlation of learners’ brain dominance and mathematics performance: An
investigation in educational setting. International Journal of Innovation and Scientific Research,
14(2), 287-292. Retrieved from: http://www.ijisr.issr-journals.org/
Fitzpatrick, B., and Schulz, H. (2016). Teaching young students to self-assess critically, Paper
presented at the Annual Meeting of the American Educational Research Association (Washington, DC).
Flyvbjerg, B. (2004). Five misunderstandings about case-study research. In Clive Seale, G. G.,
Gubrium, J. F., & Silverman, D. (eds.) Qualitative Research
Practice, Sage, London.
Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting
research? Is there a conflict between the research ethics and the nature of nursing? What are the
major ethical issues in conducting research? Is there a conflict between the research ethics and
the nature of nursing? Health Science Journal, 5(1), 3-14.
Gaillarda, S., & Tremblay, A. (2016). Linguistic proficiency assessment in second language
acquisition research: The elicited imitation task. Journal of Research in Language Studies, 66(2),
419–447, doi: 10.1111/lang.12157.
Gaines, I. (2015). Increasing confidence and English use outside the ESL/IEP classroom for
lower-level learners. University of Oregon Ortesol Journal, 32, 56-67.
Gardner, D. (2000). Self-assessment for autonomous language learners. Links & Letters, 7(2), 49–60.
Gardner, H. (2000). Can technology exploit our many ways of knowing? In D. T. Gordon (Ed.), The
digital classroom: How technology is changing the way we teach and learn (pp. 32–35). Cambridge,
MA.
Gass, S., & Selinker L. (2001). Second language acquisition: An introductory course.
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Gazzaniga, M. (1992). Nature’s mind. New York: Basic Books.
Geng, S., Law K. M. Y., & Niu B. (2019). Investigating self-directed learning and technology
readiness in blending learning. International Journal of Educational Technology in Higher
Education, 16(17), 1-22.
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in
English language learning: A literature review. English Language Teaching; 9(6), 123-133.
G?o?wka, D. (2014). The impact of gender on attainment in learning English as a foreign language.
Studies in Second Language Learning and Teaching, 4(4), 617–635. doi.org/10.14746/ssllt.2014.4.4.3
Godwin-Jones, R. (2011). Emerging Technologies Autonomous Language Learning.
Language Learning &Technology, 15(3), 4-11.
Göktürk, N. (2016). Examining the effectiveness of digital video recordings on oral
performance of EFL learners. Teaching English with Technology, 16(2), 71-96.
Goundar, S. (2012). Research Methodology and Research Method. Retrieved from:
https://www.researchgate.net/publication/333015026_Chapter_3_-
_Research_Methodology_and_Research_Method
Graham, S. (2004). Giving up on modern foreign languages? Students’ perceptions of learning French.
Modern Language Journal, 88(2), 171–91.
Gregory, K., Cameron, C., & Davies, A. (2000).Self-assessment and goal- settingMerville, Connection
Publishing.
Guglielmino, L. M. (2008). Why self-directed learning? International Journal of Self- Directed
Learning, 5(1), 1-14. Retrieved from: http://www.sdlglobal.com/IJSDL/IJSDL5.14-2008.pdf
Guillory, J. J., & Blankson, A. N. (2017). Using recently acquired knowledge to self- assess
understanding in the classroom. Sch. Teach. Learn. Psychol. 3, 77–89. doi: 10.1037/stl0000079
Gyura, A., & Ayduk, Ö. (2007). Defensive physiological reactions to rejection: The effect of
self-esteem and attentional control on startle responses. Psychological Science, 18(10), 886-892.
Halima, A. (2015). The Importance of self-esteem in enhancing foreign language learners’ speaking
skill. Biskra, Algeria: Mohamed Kheider University of Biskra.
Hamdan, J. M., & Hatab, W. A. (2009). English in the Jordanian context. World Englishes, 28 (3),
394–405.
Harding, J. L., & Hbaci, I. (2015). Evaluating pre-service teachers’ math teaching experience from
different perspectives. Univ. J. Educ. Res. 3, 382–389. doi: 10.13189/ujer.2015.030605
Hanrahan, S. J., & Isaacs, G. (2001). Assessing self- and peer-assessment: The students’ views.
Higher Educational Research and Development, 20(1), 53–70.
Harker, M. (2004). The linguistic proficiency of Korean English teachers: An investigation of
self-assessment procedures and self-directed learning tasks using video. Retrieved from:
https://books.google.com.my/books?id=OAZeHQAACAAJ
Harris, M. (1997). Self-assessment of language learning in formal settings. ELT
Journal, 51(1) 12-20.
Hart, I. (1992). Video, foreign languages teaching, and the documentary tradition.
System, 20(1), 1-13.
Hasan, M. M., Ibrahim, F., Mustapha, S. M., Islam, M. M., & Al-younus, M. A. (2018). The use of
YouTube videos in learning English language skills at tertiary level in Bangladesh. Infrastructure
University Kuala Lumpur Research Journal, 6(1), 27-37.
Hashemian, M. (2012). On the interplay of self-esteem, proficiency level, and language learning
strategies among Iranian L2 learners. International Journal of Foreign Language Teaching and
Research, 1(1), 1-10.
Hatakeyama, Y. (2011). What do students listen to and why? Exploratory analyses of students’
listening journals. Language Research Bulletin, 26, 1-12.
Hayati, A. M. (2010). Comedies are remedies: A case study on the effect of comedy shows on
listening comprehension of EFL learners. ESL Magazine, 73, 14-18.
Hayati, M., & Ostadian, M. (2008). The relationship between self-esteem and listening comprehension
of EFL students. Retrieved from:
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.182.2531&rep=rep1 &type=pdf
Hayrettin, T. C. (2015). The relationship between self-confidence and learning Turkish as a foreign
language. Educational Research and Reviews, 10(18), 575– 2589. doi.org/10.5897/ERR2015.2445
Hayta, F., & Yaprak, Z. (2013). Learner autonomy and computer technology as a facilitator of
autonomous language learning. Journal of educational and instructional studies in the world, 3(2),
76-82.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England: Oxford
University Press.
Hewitt-Taylor, J. (2001). Self-directed learning: Views of teachers and students. Journal of
Advanced Nursing, 6(3), 496–504.
Hiemstra, R. (1994). Self-directed learning. In T. Husen& T. N. Postlethwaite (Eds.),
The International Encyclopedia of Education (2nd ed.). Oxford, England:
Pergamon Press.
Hiemstra, R. (2004). Self-directed learning lexicon. International Journal of Self-
directed Learning, 1(2), 1-6. Retrieved from:
http://www.sdl global.com/IJSDL/IJSDL1.2-2004.pdf
Hill, S.E. & Buss, D.M. (2006). The evolution of self-esteem. In Michael Kernis,
(Ed.), Self-esteem: Issues and answers: A sourcebook of current perspectives.
328-333. New York: Psychology Press.
Holec, H. (1981). Autonomy in foreign language learning. Oxford, England: Pergamon Press.
Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audio blogs to assist English- language
learning: An investigation into student perception. Computer Assisted Language Learning, 21(2),
181-198.
Hu, P., & Zhang, J. (2016). A Pathway to Learner Autonomy: A Self-determination Theory Perspective.
Huang, China: Asia Pacific Education. doi 10.1007/s12564-016-9468-z.
Huang, C.P. (2010). Exploring factors affecting the use of oral communication strategies. Journal
of Yuhua University of Science and Technology, 30, 85-104.
Hue, L. T., & Jalil, H. A. (2013). Attitudes towards ICT Integration into Curriculum and Usage
among University Lecturers in Vietnam. International Journal of Instruction, 6(2), 53–66.
doi.org/10.12973/iji.2016.9115a
Hulstijn, J. (2007). The shaky ground beneath the CEFR: quantitative and qualitative dimensions of
language proficiency. The Modern Language Journal, 91(4), 663- 667.
Hulstijn, J. H. (2011). Language proficiency in native and nonnative speakers: An agenda for
research and suggestions for second-language assessment. Language Assessment Quarterly, 8(3),
229-249. doi:10.1080/15434303.2011.565844
Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Eds.)
Sociolinguistics. Harmondsworth, England: Penguin.
Hymes, D. (1972). Towards ethnographies of communication the analysis of communicative events. In
Pier Paolo Giglioli (ed.) Language and Social Context. Harmondsworth, England: Penguin
Ibrahim. R. (2007). Multiculturalism and education in Malaysia. Culture and
Religion, 8(2). doi.org/10.1080/14755610701424024
Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual
frameworks? Journal of Social Science, 38(2), 185–195.
Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom–a study conducted at
South East European University. Academic Journal of Interdisciplinary Studies, 2(4), 121.
Ivanovska, B. (2015). Learner autonomy in foreign language education and in cultural
context.Procedia – Social and Behavioral Sciences, 180, 352-356
doi.org/10.1016/j.sbspro.2015.02.128
Iwaniec, J. (2019). Language learning motivation and gender: The case of Poland. Int J Appl
Linguist, 130-143. doi.org/10.1111/ijal.12251
Jackson, D. (2014). Self-assessment of Employability Skill Outcomes among Undergraduates and
Alignment with Academic Ratings. Assessment & Evaluation in Higher Education, 39(1): 53-72.
doi: 10.1080/02602938.2013.792107.
Jafarpur, A. (1991). Can native EFL learners estimate their proficiency? Evaluation and Research in
Education, 5(3), 154-157.
Jalilfar, A. R., & Ansari, S. (2010). Pure and embedded film genres on the movie comprehension of
Iranian EFL learners. Iranian Journal of Applied Language Studies, 2(2), 109-132.
Jaradat, E. M., & Bakrin, H. (2017). Proficiency level and language learning strategies among
Jordanian studentsatUniversiti Utara Malaysia. Proceedings of the ICECRS, 1(1), 1121–1128.
Jenny, P., Lekka, A., Eugenia, I., & Toki, A. (2010). Different learning theories applied to
diverse learning subjects: A pilot study. Procedia Social and Behavioral Sciences, 9, 800–804.
Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns, & J. C.
Richards. (Eds.), The Cambridge guide to second language teacher education. Cambridge, NY:
Cambridge University Press.
Jones, D. (Producer). (2009). A history of technology-mediated learning. The Weblog of (a) David
Jones: A pessimistic optimist’s journey through learning, teaching and technology. Retrieved from
http://davidtjones.wordpress.com/2009/04/17/a- history-of-technology-mediated-learning
Jordan Times. (2015). Education minister announces Tawjihi results. Retrieved from
http://www.petra.gov.jo/Public/ Main_english.aspx?lang=2&site_id=1
Joshi, K.R. (2011). Learner perceptions and teacher beliefs about learner autonomy in
language learning. Journal of NELTA, 16, 13-29.
Kabooha, R. H. (2016). Using movies in EFL classrooms: A study conducted at the
English Language Institute (ELI). English Language Teaching; 9(3), 15-25.
Kadir, K. A., Shakizah, W., & Mohd, W. (2015). Students’ awareness of the importance of English
language proficiency with regard to future employment. World Review of Business Research, 5(3),
259–272. Retrieved from www.wrbrpapers.com/static/documents/September/2015/18.%20Kadzrina.pdf
Kanellopoulou, C., Kermanidis, K. L., & Giannakoulopoulos, A. (2019). The dual- coding and
multimedia learning theories: Film subtitles as a vocabulary teaching tool. Educational Science,
9(210), 1-13.
Kaushik, V., & Walsh, C. A. (2019). Pragmatism as a Research Paradigm and Its Implications for
Social Work Research. Social Sciences, 8(9), 1-17.
Keeley, T. D. (2014). The self-confidence dimension in cultural adaptation and foreign language
acquisition: A basis for success in international business. Business Review, 2(5), 1-4.
Kelle, U., Kühberger, C., & Bernhard, R. (2019). How to use mixed-methods and triangulation
designs: An introduction to history education research. History Education Research Journal, 16(1),
5–23. doi.org/10.18546/HERJ.16.1.02
Kennedy, J., Rea, J. N., & Rea, I. (2019). Prompting medical students to self–assess their learning
needs during the ageing and health module: A mixed methods study. Medical Education Online, 24(1),
157-161.
doi: 10.1080/10872981.2019.1579558.
Khan, M. A. (2015). Using films in the ESL classroom to improve communication skills of non-native
learners. ELT Voices-International Journal for Teachers of English, 54, 46–52. Retrieved from:
http://www.eltvoices.in
Khatatneh, N. A. K., & Teh, K. S. M. (2018). Application of computerized learning games in teaching
at Karak schools: Challenges encountered when teaching English language. The International Journal
of Academic Research in Progressive Education and Development, 7(3), 424–440.
doi: 10.6007/ijarped/v7-i3/4430.
Kim, H. S. (2015). Using authentic videos to improve efl students’ listening comprehension.
International Journal of Contents, 11(4), 32-44.
Kitano, K. (2001). Anxiety in the college Japanese language classroom. Modern Language Journal, 85,
549-566.
King, C. (2011). Fostering self-directed learning through guided tasks and learner
reflection. Studies in Self-Access Learning Journal, 2(4), 257-267.
Kinnear, P. R., & Gray, C. D. (1999). SPSS for Windows made simple. East Sussex,
England: Psychology Press Ltd.
Klunklin, A., Viseskul, N., Sripusanapan, A., & Turale, S. (2010). Readiness for self- directed
learning among nursing students in Thailand. Nursing and Health Sciences, 12(2), 177-181.
Knowles, M. (1968). Andragogy, not pedagogy. Adult Leadership, 16, 350-352. Knowles, M. (1975).
Self-directed learning: A guide for learners and teachers. New
York, NY: Association Press.
Kocaman, G., Dicle, A., & Ugur, A. (2009). A longitudinal analysis of self-directed learning
readiness level of nursing students enrolled in a problem-based curriculum. Journal of Nursing
Education, 48(5), 286-290. http://doi:10.9999/01484834-20090416-09
Koosha, B., Ketabi, S., & Kassaian, Z. (2011). The effects of self-esteem, age and gender on the
speaking skills of intermediate university EFL learners. Theory and Practice in Language Studies,
1(10), 1328-1337. https://doi.org/10.4304/tpls.1.10.1328-1337
Koosha, M., & Yakhabi, M. (2013). Problems associated with the use of communicative language
teaching in EFL contexts and possible solutions. International Journal of Foreign Language Teaching
and Research, 1(2), 63-76
Krashen, S. D. (1982). Principles and practices in second language acquisition.
Oxford, England: Pergamon Press.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing
one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social
Psychology, 77(6), 21–34.
Kurcz, I.D.A. (2004). Communicative competence and theory of mind. Definitions of Main Terms, 8(2),
6–9.
Kusumaningrum, M. A. (2015). Using English movie as an attractive strategy to teach senior high
school students English as a foreign language. LLT Journal, 18(1), 1-8.
Kwan, K. & Leung, R. (1996). Tutor versus peer group assessment of student performance in a
stimulation training exercise. Assessment and Evaluation in Higher Education, 21, 239-249.
Lakshmi, D. V., & Rani, A. (2016). Communicative approach: A method to improve language proficiency
of engineering graduates. Journal of Chemical and
Pharmaceutical Sciences, Special Issue. Retrieved from: www.jchps.com
Langan, M., Shuker, D., Cullen, R., Penney, D., Preziosi, R., & Wheater, P. (2008)
Relationships between student characteristics and self, peer and tutor evaluations of oral
presentations. Assessment and Evaluation in Higher Education, 33(2): 179–90.
Leach, L. (2012). Optional self-assessment: Some tensions and dilemmas. Assessment & Evaluation in
Higher Education, 37(2), 137–147. doi:10.1080/02602938.2010.515013
LeBlanc, R. (1985). Second language student placement through self-assessment.
Carleton Papers in Applied Language Studies, 22: 55-67.
LeBlanc, R. & Painchaud, G. (1985). Self-assessment as a second language placement instrument.
TESOL Quarterly, 19(4), 673-687.
Lee, E. Y. H. (2013). Do effects of self-assessment differ by L2 language level ? A case of Korean
learners of English. doi.org/10.1007/s40299-013-0111-z
Leedy, P., & Ormrod, J. (2001). Practical Research: Planning and Design (7th Ed.).
Upper Saddle River, NJ: Merrill Prentice Hall. Thousand Oaks, CA: Sage Publications.
Leong, L., & Ahmadi, S. (2017). An Analysis of Factors Influencing Learners’ English Speaking
Skill. International Journal of Research in English Education, 2(1), 34-41.
Lew, M., Alwis, W. & Schmidt, G. (2010). Accuracy of Students’ Self-assessment and their Beliefs
about its Utility. Assessment & Evaluation in Higher Education, 35(2):135-156. doi:
10.1080/02602930802687737.
Li, Xiangdong. (2018). Self-assessment as ‘assessment as learning’ in translator and interpreter
education: validity and washback. The Interpreter and Translator Trainer, 12(1): 48-67. doi:
10.1080/1750399X.2017.1418581
Li, L. (2009). On the use of films in the ESL classroom. US-China Foreign Language, 7(12), 18-21.
Listyani, & Tananuraksakul, N. (2019). Motivation, self-confidence, and anxiety in English language
learning: Indonesian and Thai students’ perspectives. Accents Asia, 11(2), 54-77.
Liton, H. A. (2012). Developing EFL Teaching and Learning Practices in Saudi Colleges: A Review,
International Journal of Instruction, 5(2), 129-152.
Little, D. (1991). Learner autonomy: Definitions, issues and problems. Dublin,
England: Authentik.
Little, D., Dam, L., & Timmer, J. (2000). Focus on learning rather than teaching:
Why and how? Dublin, England: Centre for Language and Communication Studies Trinity College.
Little, D. (2006). Learner autonomy: Drawing together the threads of self-assessment, goal-setting
and reflection. Retrieved from:
http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/06/06%20Supple mentary%20text.pdf
Little, D., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research.
Bristol, U.K.: Multilingual matters.
Litzinger, T., Wise, J. C., & Lee, S. C. (2005). Self-directed learning readiness among engineering
undergraduate students. Journal of Engineering Education, 94(2), 215- 221. Retrieved from
http://0-searc h.proquest.com.source.unco.edu/do cview/217947852?accountid=12832
Liu, D. (2015). A critical review of Krashen’s input hypothesis: Three major arguments. Journal of
Education and Human Development, 4(4), 139-146.
Liu, H. J. (2008). Use of alternative assessment in evaluating college students’ listening
proficiency through collaborative tasks. College English: Issues and Trends, 2, 55-76.
Lockley, T. (2012). FLL proficiency and its link with self-perceived performance in the EFL
classroom: An exploratory study. Language Education Research, 23, 49–70.
Løkke, A., & Sørensen, P. (2014). Theory Testing Using Case Studies. The Electronic Journal of
Business Research Methods, 12(1), 66-74.
López-Pastor, V. M., Pintor, P., Muros, B., & Webb, G. (2012). Student performance and student and
tutor workload in pilot projects relating to formative assessment strategies. Journal of Further
and Higher Education, 37(2), 1-18. doi.org/10.1080/0309877X.2011.644780
Luoma, S. (2004). Assessing speaking. Cambridge, England: Cambridge University Press.
Lynch, T. (2001). Seeing what they meant: Transcribing as a route to noticing. ELT Journal, 55(2),
124-132.
Lynch, T. (2007). Learning from the transcripts of an oral communication task. ELT
Journal, 61(4), 311-320.
Ma, X. (2017). An integrative literature review of self-directed learning in higher
education. Dissertation submitted to the faculty of Virginia polytechnic institute and state
University. Virginia, VA: Virginia polytechnic institute and state university.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. (2002). Sex and age effects on
willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high
school French immersion students. Language Learning, 52(3), 537-564.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language
proficiency: The role of language anxiety. Language Learning, 47(2), 265–287.
MacLean, P. (1990). The Triune Brain in evolution. New York, NY: Plenum.
Madiyoh, R., & Putro, N. (2018). The Effectiveness of Authentic Short Movies in Enhancing Students
Speaking Skill. Inter. J. Eng. Lit. Cult. 6(3): 44-49.
Maguire, M., & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step- by-Step Guide
for Learning and Teaching Scholars. The All Ireland Journal of Teaching and Learning in Higher
Education, 3(3), 54-67. Retrieved from: http://ojs.aishe.org/index.php/aishe-j/article/view/335
Magno, C. (2010). Korean students' language learning strategies and years of studying English as
predictors of proficiency in English. TESOL Journal, 2, 39-61.
Mahi, A. (2017). Teachers’ attitudes towards authentic and non-authentic materials in speaking
classrooms: Case of first year EFL teachers at the University of Tlemcen (Thesis). Abou Bakr
Belkaid, Algeria: University of Tlemcen.
Retrieved from: http://dspace.univ-tlemcen.dz/bitstream/112/11075/1/amina- mahi.pdf
Majedi, N., & Pishkar, K. (2016). Speaking accuracy and self-directed learning,
Journal of Applied Linguistics and Language Research, 3(1), 246–253.
Makewa, L. N., Role, E., & Tuguta, E. (2013). Students’ perceived level of English proficiency in
secondary schools in Dodoma, Tanzania. International Journal of Instruction, 6(2), www.e-iji.net
p-issn: 1694-609x.
Maleki, A. E. Z. (2007). A survey on the relationship between English language proficiency and the
academic achievement of Iranian EFL students. Asian EFL Journal, 9(1), 86-94.
Malison, K. (2018). An exploratory study of self-directed learning: the differences between it and
non-it employees in Thailand. Journal of Entrepreneurship
Education, 21(3), 21-35.
Mandokhail, S., Khan, F. R., & Malghani, M. (2018). Impact of ESL learners’ self-
esteem on their oral proficiency. International Journal of English Linguistics, 8(3), 23-34,
doi:10.5539/ijel.v8n3p210.
Marks, M. B., Haug, J. C., and Hu, H. (2018). Investigating undergraduate business internships: do
supervisor and self-evaluations differ? J. Educ. Bus. 93, 33–45. doi: 10.1080/08832323.2017.1414025
Martinez, E. A., & Villa, O. E. S. (2017). A quantitative study of self confidence in learning
English as a foreign language. Academia Journal of Educational Research, 5(2), 24–28.
http://doi.org/10.15413/ajer.2017.0302
Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio- visual aids in EFL
classroom: Implications for effective instruction. International Journal of Higher Education, 2(2),
86–92. http://doi.org/10.5430/ijhe.v2n2p86
Matrisciano, G. (2018). Factors influencing second language acquisition. Leipzig, Germany, Leipzig
University Institute of British Studies.
Matsuno, S. (2009). Self-, peer-, and teacher-assessments in Japanese university EFL writing
classrooms. Language Testing, 26(1), 075–100. doi:10.1177/0265532208097337
Maxwell, J. A. (2005), Qualitative Research Design: An Interactive Approach.
Thousand Oaks, CA: Sage Publications.
Mayer, R.E. (2014). The Cambridge Handbook of Multimedia Learning, 2nd ed.; Cambridge Handbooks in
Psychology; Cambridge University Press: Cambridge, UK.
Mayer, R. E., & Anderson, R. B. (1991). Animations need narrations: An experimental test of a
dual-coding hypothesis. Journal of Educational Psychology, 83, 484-490.
Mayer, R.E., & Moreno, R. (2005). A cognitive theory of multimedia learning: Implications for
design principles. Educational Psychology Review, Retrieved from:
http://www.unm.edu/~moreno/pdfs/chi.pdf
McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student
motivation and higher achievement. Educational Horizons, 87(1), 40–49.
Medgyes, P. (1994). The non-native teacher. London, England: Macmillan.
Meihami, H., & Razmjoo, S. A. (2016). An emic perspective toward challenges and solutions of
self-and peer-assessment in writing courses. Asian-Pacific Journal of Second and Foreign Language
Education. 1(9), 1-20. doi: 10.1186/ s40862-
016-0014-7
Mennim, P. (2012). Learner negotiation of L2 form in transcription exercises. ELT
Journal, 66(1), 52-61.
Meshkat, M., & Hassanzade, A. (2014). Effect of self-directed learning on the components of reading
comprehension. Research in Applied Linguistics, 4(2), 1- 13.
Metruk, R. (2018). The Effects of Watching Authentic English Videos with and without Subtitles on
Listening and Reading Skills of EFL Learners. EURASIA Journal of Mathematics, Science and
Technology Education, 14(6), 2545-2553.
Mherzog, A. (2012). Review of definition for oral communication: Essential skills definition
review. Idea Scale. Retrieved from: https://essentialskills.ideascale.com/a/...definition...Oral-
Communication/94632-17651
Micán, D. A., & Medina, C. L. (2017). Boosting vocabulary learning through selfassessment in an
English language teaching context. Assess. Evalu. High. Educ. 42, 398–414. doi:
10.1080/02602938.2015.1118433
Milanovic, M., Saville, A., Pollitt, D., & Cook, A. (1996). Developing rating scales for CASE:
Theoretical concerns and analyses. In A. Cumming & R. Berwick (eds.) Validation in language
testing. Clevedon, England: Multilingual Matters
Ltd.
Millbower, L. (2000). Training with a beat: The teaching power of music. Sterling,
Virginia: Stylus.
Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. New
York, NY: Teachers College Record.
Mistar, J. (2011). A study of the validity and reliability of self-assessment, TEFLIN Journal,
22(1), 45–58.
Mohajan, H.K. (2018). Qualitative Research Methodology in Social Sciences and Related Subjects.
Journal of Economic Development, Environment and People, 7(01), 23–48.
Mohammed, H. M. (2018). Challenges of learning English as a foreign language (EFL) by non-native
learners. International Journal of Social Science and Economic Research, 3(4).
Moheidat, A. S., & Baniabdelrahman, A. A. (2011). The impact of Omani twelfth- grade students’
self-assessment on their performance in reading in English. Asian
EFL Journal, 13(1), 48–84.
Monfared, J. H., & Derakhshan, H. (2015). The comparison qualitative and
quantitative research. Indian Journal of Fundamental and Applied Life Sciences, 5(2), 1–7.
Retrieved from http://www.cibtech.org/sp.ed/jls/
Moradi, H. (2018). Self-directed learning in language teaching-learning processes.
Modern Journal of Language Teaching Methods, 8(6), 59-64.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments.
Educational Psychology Review, 19(3), 309–326, https://doi.org/10.1007/s10648-007-9047-2
Morgan, D.L. (2014). Integrating Qualitative and Quantitative Methods: A Pragmatic Approach.
Thousand Oaks, CA: Sage Publications.
Morgan, D.L. (2007). Paradigms lost and pragmatism regained: Methodological implications of
combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1(1), 48–76.
Mori, S., Ming, T.S., Nor, N. F., Supppiah, V. L., & Imm, O. S. (2011). Attribution tendency and
its relationship with actual and perceived proficiency. Journal of Language Studies, 11(3),
199-218.
Moritz, C. (1995). Self-assessment of foreign language proficiency: A critical analysis of issues
and a study of cognitive orientations of French learners (Dissertation). New York, NY: Cornell
University.
Moritz, C. (1996). Student self-assessment of language proficiency: Perceptions on self and others.
Retrieved from: https://eric.ed.gov/?id=ED399771.
Muñoz, A., & Albarez, M. E. (2007). Students' objectivity and perception of self- assessment in an
EFL classroom. The Journal of Asian TEFL, 4(2), 1-25.
Muongmee, S. (2007). The role of lifelong learning and self-directed learning in educational reform
in Thailand. Educational Journal of Thailand, 1(1), 33 - 42. Retrieved from:
http://www.edu.buu.ac.th/ journal/journalinter/ p33 - 42.pdf
Murakami, C., Valvona, C., & Broudy, D. (2012). Turning apathy into activeness in oral
communication classes: regular self- and peer-assessment in a TBLT programme. System. 40, 407–420.
doi: 10.1016/j.system.2012.07.003
Muth’im, A. (2016). Does student self-assessment assess as valid and reliable as teacher
assessment? Arab World English Journal, 7(1), 123–139.
Mynard, J. (2011). The role of the learning advisor in promoting autonomy. Learner
Autonomy in Language Learning. Retrieved from: http://ailarenla. org.lall.
Naeini, J. (2011). Self-assessment and the impact on language skills, Educational
Research, 2(6), 1225–1231.
Nagel, M., & Lindsey, B. (2018). The use of classroom clickers to support improved self-assessment
in introductory chemistry. J. College Sci. Teach. 47, 72–79.
Najjar, L. J. (1995). Dual coding as a possible explanation for the effects of multimedia on
learning. Retrieved from: http://www.cc.gatech.edu/gvu/reports/TechReports95.html
Naouel, B. (2015). The role of foreign language learners’ self - esteem in enhancing their oral
performance. International Journal of Multi-Disciplinary Research, 2(2), 1–12.
Nasiri, A., & PourhoseinGilakjani, A. (2018). A Review of EFL Learners’ Speaking Skill and the
Strategies for Improvement. Modern Journal of Language Teaching Methods (MJLTM), 6(9), 53-59.
Nazarova, G. P., & Umurova, K. H. (2016). Self-confidence and its importance in learning languages.
International Scientific Journal, 4, 47–49.
Ndoye, A. (2017). Peer/self-assessment and student learning. Int. J. Teach. Learn.
High. Educ. 29, 255–269.
Neumeier, P. (2005). A closer look at blended learning parameters for designing a blended learning
environment for language teaching and learning. ReCALL, 17(2), 163–178.
doi.org/10.1017/S0958344005000224
Nguyen, T., & Foster, K. A. (2018). Research note—multiple time point course evaluation and student
learning outcomes in an MSW course. J. Soc. Work Educ. 54, 715–723.
doi:10.1080/10437797.2018.1474151
Nicholson, S. J. (2013). Influencing motivation in the foreign language classroom.
Journal of International Education Research, 9(3), 23-32.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom:
Applying self-determination theory to educational practice. Theory and Research in Education, 7(2),
133–144.
doi.org/10.1177/1477878509104318
Noels, K., Pelletier, L., & Clement, R. (2003). Why are you learning a second language?
Motivational orientations and self-determination theory. Language
Learning, 53(1), 33 – 64.
Noonan, B., & Duncan, C. R. (2005). Peer and self-assessment in high schools.
Practical assessment, Research & Evaluation, 10(17), 1-8.
Nunan, D. (1991). Language teaching methodology series: A textbook for teachers.
New York, NY: Prentice Hall
Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1),
133-158.
Nunan, D. (2003). Listening in a second language. The Language Teacher, Retrieved from:
http://www.jaltpublications.org/old_tlt/articles/2003/07/nunan
Olivier, J. (2019). Exploring autonomography: The development of a self-directed writing
self-rating scale. Iranian Journal of Language Teaching Research, 7(1), 1-22.
O’Malley, J. M., & Pierce, L. V. (1996). Authentic assessment for English language learners:
Practical approaches for teachers. New York, NY: Addison-Wesley.
Onwuegbuzie, A. J., & Collins, K. M. T. (2007). The qualitative report: A typology of mixed methods
sampling designs in social science research. Retrieved from http://nsuworks.nova.edu/tqr
Onwuegbuzie, A. J., & Leech, N. L. (2005). On Becoming a Pragmatic Researcher: The Importance of
Combining Quantitative and Qualitative Research Methodologies. International Journal of Social
Research Methodology: Theory & Practice, 8(5), 375–387. https://doi.org/10.1080/13645570500402447
Onwuegbuzie, A. J., Bailey, P., & Daley, C. (1999). Factors associated with foreign language
anxiety. Applied Psycholinguistics, 20, 217-239.
Oscarson, M. (1997). Self-assessment of foreign and second language proficiency. In Clapham, C. &
Corson, D. (Eds.), Encyclopedia of language and education: Language testing and assessment, 7,
175-187. London, England: Kluwer Academic Publishers.
Ostlund, U., Kidd, L., Wengström, Y., & Rowa-Dewar, N. (2010). Combining qualitative and
quantitative research within mixed method research designs: a methodological review. International
journal of nursing studies, 48(3):369-383. doi:10.1016/j.ijnurstu.2010.10.005
Oxford, R.L. (1990). Language learning strategies: What every teacher should know.
New York, NY: Newbury House.
Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated
learning through self-assessment and peer assessment: guidelines for classroom implementation, in
Assessment for Learning: Meeting the Challenge of Implementation, eds D. Laveault and L. Allal (New
York, NY: Springer), 311– 326. doi: 10.1007/978-3-319-39211-0_18
Panadero, E., & Romero, M. (2014). To rubric or not to rubric? The effects of self- assessment on
self-regulation, performance and self-efficacy. Assess. Educ. 21, 133–148. doi:
10.1080/0969594X.2013.877872
Panadero, E., Jonsson, A., & Botella, j. (2017). Effects of self-assessment on self- regulated
learning and self-efficacy: Four meta-analyses. Educational research Review, 22, 74-98.
Paivio, A., &Csapo, K. (1973). Picture superiority in free recall: Imagery or dual coding?
Cognitive Psychology, 5, 176-206.
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self- regulated
learning. Educational Psychologist, 36(2), 89–101.
Patri, M. (2002). The influence of peer feedback on self and peer-assessment of oral skills.
Language Testing, 19 (2), 109–131.
Peers, L. (1996). Statistical analysis for education and psychology researchers.
London, England: Palmer Press.
Peirce, B., Swain, M., & Hart, D. (1993). Self-assessment, French immersion, and locus of control.
Applied Linguistics, 14(1), 25-42.
Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson and P. Voller (Eds.),
Autonomy and Independence in Language Learning (pp. 35-53).
London, England: Longman
Pierce, B., Swain, M., & Hart, D. (1993). Self-assessment, French immersion, and locus of control.
Applied Linguistics, 14, 25-42.
Pierce, L. V. (2003). Assessing English language learners. Washington, D.C.: National Education
Association.
Pillar, W. (2011). A framework for testing communicative competence. ELLE International Conference,
Partium Christian University, Romania. The Round Table: Partium Journal of English Studies, 2,
24-37.
Polat, N. (2011). Gender differences in motivation and L2 accent attainment: An
investigation of young Kurdish learners of Turkish. Language Learning Journal,
39(1), 19–41. doi.org/10.1080/09571730903545251
Potosi, L. J., Loaiza, E. A., & Garcia, A. C. (n.d.). Using video materials as a
teaching strategy for listening comprehension. Universidad Tecnologica de Pereira Facultad.
Retrieved from: repositorio.utp.edu.co/dspace/bitstream/handle/11059/1936/371333A786.pdf
Pop, A., Tomuletiu, E. A., & David, D. (2011). EFL speaking communication with asynchronous voice
tools for adult students. Procedia Social and Behavioral Sciences, 15, 1199-1203.
Porterfield, K. (2016). Brain drain: Using brainwaves and machine learning to detect errors in
human problem solving. Florida, FL: Stetson University De Land.
Prabjandee, D., & Inthachot, M. (2013). Self-directed learning readiness of college students in
Thailand. Journal of Educational Research and Innovation, 2(1), 8- 16.
Pramita, G. A. P. (2012). The contribution of self-esteem and language learning strategies to the
students' English proficiency for second-year students of SMA Negeri 7 Denpasar. Jurnal Penelitian,
1(1), 10-13.
Price, J. K., Pierson, E., & Light, D. (2011). Using classroom assessment to promote 21st century
learning in emerging market. Retrieved from:
https://www.researchgate.net/publication/215501081_Using_Classroom_Assess
ment_to_Promote_21st_Century_Learning_in_Emerging_Market_Countries?en
richId=rgreq-9084fe33ed2ff86c37df7f65c5d5029d-
Pullmann, H., & Allik, J. (2008). Relations of academic and general self-esteem to school
achievement. Personality and Individual Differences, 45(6), 559-564.
doi.org/10.1016/j.paid.2008.06.017
Qiang, L., & Huili, W. (2007). Concept and its correlation with English study. CELEA Journal, 30
(6), 23-30.
Qureshi, A. I. (2007). The importance of speaking skills for EFL learners. Islamabad, Pakistan:
Allama Iqbal Open University. Retrieved from:
https://upload.wikimedia.org/wikipedia/commons/e/e3/Speaking_Skills.pdf
Raaijmakers, S. F., Baars, M., Paas, F., Jeroen, J. G., & Gog, T. (2019). Effects of
self-assessment feedback on self-assessment and task-selection accuracy.
Metacognition and Learning, 14, 23–42. doi.org/10.1007/s11409-019-09189-5
Rafee, N., Mustafa, Z. F., Shahabudin, A., Razali, A.M., & Hassan, N. (2012). Level of English
proficiency among science students of UKM. Procedia - Social and Behavioral Sciences, 59, 663-669.
Ragin, C. (1994). Constructing Social Research. Pine Forge Press, Thousand Oaks,
CA.
Rahman, M. M. (2010). Teaching oral communication skills : A task-based approach.
ESP World, 9(1), 1–11.
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self- assessment: the
effect on students’ independence and writing competence. Int. J. Instruc, 11, 277–290. doi:
10.12973/iji.2018.11320a
Reese, P. (n.d.). Factors affecting self-esteem. Virginia: Virginia State University Press.
Retrieved from https://southeastinforms.org/Proceedings/2008/proc/p080527003.pdf
Rehman, M., & Alhaisoni, E. (2013). Teaching English in Saudi Arabia: Prospects and Challenges,
Academic Research International 4, 1, 112-118.
Reinders, H. (2010). Towards classroom pedagogy for learner autonomy: A framework of independent
language learning skills. Australian Journal of Teacher Education, 35(5), 39-55.
http://dx.doi.org/10.14221/ ajte.2010v35n5.4
Richards, J. C. (2005). Communicative language teaching today. Singapore: RELC.
Richards, J. C. (2015). The changing face of language learning: Learning beyond the classroom. RELC
Journal, 46(1), 5-22. http://dx.doi.org/10.1177/0033688214561621
Rismawati. R. (2017). Teaching listening by using authentic videos. English Education Journal,
8(2), 222-233.
Robson, C. (1993). Real World Research. Oxford: Blackwell.
Rokni, S., & Ataee, A. (2014). Movies in EFL Classrooms: with or without Subtitles. The Dawn
Journal, 3(1), 715-726. Retrieved from: http://thedawnjournal.in/wp-
content/uploads/2013/12/4-Dr.-Seyed.pdf
Ross, J. A. (2006). The reliability, validity, and utility of self-assessment. Practical
Assessment, Research and Evaluation, 11(10), 45-55.
Rossman, G. B., & Wilson. B. L. (1985). Numbers and words: Combining quantitative
and qualitative methods in a single large-scale evaluation study. Evaluation Review, 9(5), 627-643.
Rubio, F. (Ed). (2007). Self-esteem and foreign language learning. Cambridge, England: Cambridge
Scholars Publishing.
Runnels, J. (2013). Student ability, self-assessment, and teacher assessment on the
CEFR-J’s can-do statements. The Language Teacher, 37(5), 3–7.
Rust, C., Price, M., & O’Donovan, B. (2003). Improving students’ learning by
developing their understanding of assessment criteria and processes. Assessment and Evaluation in
Higher Education, 28(2): 147–64.
Ryan, R. M. (2009). Self-determination theory and wellbeing. Wellbeing in Developing Countries, 1,
1–2.
Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic
motivation, social development, and well-being. The American Psychologist, 55(1),
68–78.doi.org/10.1037/0003-066X.55.1.68
Sadoski, M. (2005). A dual coding view of vocabulary learning. Reading & Writing Quarterly:
Overcoming Learning Difficulties, 21(3), 221-238.
Saito, Y. (2005). The use of self-assessment in second language assessment. Working paper in TESOL
and Applied Linguistics. Retrieved from
(http://www.tc.columbia.edu/academic/tesol/WJFiles/pdf/Saito_Forum .pdf).
Retrieved on 1 April, 2010.
Salavati, S. (2016). Use of digital technologies in education: The complexity of teachers everyday
practice. Retrieved from:
https://www.diva-portal.org/smash/get/diva2:1039657/FULLTEXT01.pdf Saniei, A. (2011). Who is an
ideal native speaker? IPEDR, 26(1), 74–78.
Sarudin, I., Noor, Z., Zubairi, A.M., Ahmad, T.B. & Nordin, M.S. (2013). Needs assessment of
workplace English and Malaysian graduates English language competency’. World Applied Sciences
Journal, 21, 88–94. doi.org/10.5829/idosi.wasj.2013.21.sltl.2141
Savignon, S. J. (1976). Communicative competence: Theory and classroom practice.
Paper presented at the Central States Conference on the Teaching of Foreign Languages, Detroit,
Michigan. Retrieved from: https://www.academia.Communicative_Competence_Theory_and_Classroom_
Practice.edu/2136858/._Texts_and_Contexts_in_Second_Language_Learning._
The_Addison-Wesley_Second_Language_
Schütz (1998) Stephen Krashen's Theory of Second Language Acquisition. Retrieved from:
https://www.sk.com.br/sk-krash-english.html
Sewell, D. (2009). Discuss the opinions expressed by A and B on the IELTS test in unit 1 of the
“testing” course. The Journal of Chemical Physics, 2(1), 12-16.
http://doi.org/10.1063/1.3342061
Shafaee, F. S., Mirghafourvand, M., Harischi, S., & Amirzehni, J. (2017). The
relationship between self-confidence and quality of life in women undergoing treatment for breast
cancer, 2(3), 65–72. doi.org/10.22034/APJCC.2017.2.3.65
Sharma, R., Jain, A., Gupta, N., Garg, S., Batta, M., & Dhir, S. (2016). Impact of self- assessment
by students on their learning. International Journal and Basic Medical Research, 6(3), 226-229.
http://doi.org/10.4103/2229-516X.186961
Simons, G. F., & Charles D. F. (Eds.). (2017). Ethnologue: Languages of the world, twentieth
edition. Dallas, Texas: SIL International.
Retrieved http://www.ethnologue.com
Sileyew, K. (2019). Research design and methodology. IntechOpen. Retrieved from:
https://www.intechopen.com/books/cyberspace/research-design-and- methodology
Siow, L.F. (2015). Students’ perceptions on self- and peer-assessment in enhancing learning
experience. Malaysian Online J. Educ. Sci. 3, 21–35.
Smadi, O., & Al-Ghazo, A. (2013). Jordanian teachers’ language proficiency, and experiential
knowledge and their relationship to teachers’ classroom practices. International Journal of
Business and Social, 4(11), 230–257. Retrieved from:
http://ijbssnet.com/journals/Vol_4_No_11_September_2013/22.pdf
Smedley, A. (2007). The self-directed learning readiness of first year bachelor of nursing
students. Journal of Research in Nursing, 17(2), 373-385.
doi: 10.1177/17449871070 77532
Smith, S. (2015). Accuracy in speaking self-assessment among Japanese-speaking English learners and
its implications. Polyglossia, 27, 41–55. Retrieved from:
http://r-cube.ritsumei.ac.jp/handle/10367/6114
Smith, M.J. (2008). Disciplinary perspectives linked to middle range theory. In: MJ Smith, PR Liehr
(Eds.): Middle Range Theory for Nursing, 2??edition. New York, NY: Springer Publishing Company.
Soongpankhao, W. (2016). An exploratory qualitative study on English language instruction. Journal
of Educational and Instructional Studies, 6(1), 1–12.
Soureshjani, K. H., & Naseri, N. (2011). An investigation into the relationship between
self-esteem, proficiency level, and the reading ability of Iranian EFL language learners. Journal
of Language Teaching and Research, 2(6), 1312-
1319. https://doi.org/10.4304/jltr.2.6.1312-1319
Souriyavongsa, T., Rany, S., Abidin, M. J., & Mei, L. L. (2013). Factors causes
students low English language Learning: a case study in the national University of Laos.
International Journal of English Language Education, 1(1), 179-188 doi:10.5296/ijele.v1i1.3100
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment.
Waikato, Japan: The University of Waikato
St.Louis, R. (2006). Helping students become autonomous learners: Can technology help? A journal
for teachers of English, 6(3), 7-15.Retrieved from: http://www.iatefl.org.pl/ call/j_esp25.htm.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford, England: Oxford University
Press.
Steve, M. (2018). Listening comprehension: An important language skill. The Linguist Institute,
Inc. Retrieved from: https://blog.thelinguist.com/listening-comprehension
Sukamolson, S. (2007). Fundamentals of quantitative research. Language Institute Chulalongkorn
University, 1-20. Retrieved from:
https://www.academia.edu/5847530/Fundamentals_of_quantitative_research
Sunderland, J. (2006). Language and gender: An advanced resource book. New York: Routledge.
Svedberg, M. K. (2010). Self-directed learning and persistence in online asynchronous undergraduate
programs (Dissertation). Virginia, VA: Virginia Polytechnic Institute and State University.
Swan, M. (2017). EFL, ELF, and the question of accuracy. ELT Journal, 71(4), 511-
515. Retrieved from https://academic.oup.com/eltj/article- abstract/71/4/511/3991585
Swanborn, P. (2010). Case Study Research: What, Why and How? Sage, London.
Sze-yeng, F. (2013). Self-directed learning in an E-socioconstructivist learning environment.
Thesis submitted to the faculty of education, University of Malaya. University of Malaya, Malaysia.
Tahir, B. J. (2015). The impact of using movies on learning English language at University of
Halabja. Halabja, Iraq: University of halabja.
Takahashi, A. (2009). Self-perception of English ability: Is it related to proficiency and/or class
performance? Niigata Studies in Foreign Languages and Cultures,
14, 39-48.
Tan, K. (2008). Qualitatively different ways of experiencing student self-assessment.
Higher Education Research and Development, 27(1), 15-29.
Tashakkori, A., & Teddlie, C. (2008). Mixed Methodology: Combining Qualitative and Quantitative
Approaches. Thousand Oaks, CA: Sage Publications.
Tashakkori, A., & Teddlie, C. (1998). Mixed Methodology: Combining Qualitative and Quantitative
Approaches. Thousand Oaks, CA: Sage Publications.
Taylor, B. (1995). Self-directed learning: Revisiting an idea most appropriate for middle school
students. Nashville, TN: Great Lakes and Southeast International Reading Association.
Taylor, J. J. (2013). Confusing stats terms explained: Internal consistency. Retrieved from:
http://www.statsmakemecry.com/smmctheblog/confusing-stats-terms-
explained-internal-consistency.html
Taylor, D. (1988). The meaning and use of the term 'competence' in linguistics and applied
linguistics. Applied Linguistics, 9(2), 148-68.
Teddlie, C., & Tashakkori, A. (2009). Foundations of Mixed Methods Research.
Thousand Oaks, CA: Sage Publications.
Tejeiro, R. A., Gomez-Vallecillo, J. L., Romero, A. F., Pelegrina, M., Wallace, A., & Emberley, E.
(2012). Summative self-assessment in higher education: implications of its counting towards the
final mark. Electron. J. Res. Educ.
Psychol. 10, 789–812.
Tekkol, I. A., & Demirel, M. (2018). An investigation of self-directed learning skills of
undergraduate students. Frontiers in Educational Psychology, 23(1),
https://doi.org/10.3389/fpsyg.2018.02324.
Thawabieh, A. M. (2017). A comparison between students’ self-assessment and teachers’ assessment.
J. Curri. Teach. 6, 14–20. doi: 10.5430/jct.v6n1p14
Tholin, J. (2007). Learner autonomy, self-directed learning and assessment: Lessons from Swedish
experience. Retrieved from:
http://bada.hb.se/bitstream/2320/3572/1/Tholin%20190508%20learner%20auton omy.pdf
Thomas, J. E. (2017). Scholarly views on theory: Its nature, practical application, and relation to
World view in business research. International Journal of Business
and Management. 12(9). doi.org/10.5539/ijbm.v12n9p231.
T?lfarl?o?lu, F. Y. (2014). Questioning academic success through self-regulation, self-
esteem and attitude in foreign language learning (a case study). Theory and Practice in Language
Studies, 4(11), 2223-2230. doi.org/10.4304/tpls.4.11.2223- 2230
Tillman, J. G., Clemence, A. J., & Stevens, J. L. (2011). Mixed methods research design for
pragmatic psychoanalytic studies. Journal of the American Psychoanalytic Association, 59,
1023–1040.
Tudor, I. (1997). Learner-centeredness as language education. Cambridge, England: Cambridge
University Press.
Tunçel, H. (2015). The relationship between self-confidence and learning Turkish as a foreign
language. Educational Research and Reviews, 10(18), 2575-2589.
doi: 10.5897/ERR2015.2445.
Ünald?, ?. (2016). Self and teacher assessment as predictors of proficiency levels of Turkish EFL
learners. Assessment and Evaluation in Higher Education, 41(1), 67–80.
doi.org/10.1080/02602938.2014.980223
Usman, J., & Mustafa, L. (2014). Challenges of Teaching Oral English in Nigerian High Schools.
Issues in Language Studies, 3(1), 15-23.
Varga, D. (2013). “And action!” – developing skills with the help of films in the EFL classroom.
Practice and Theory in Systems of Education, 8(4), 343-357.
Venhuizen, C. (2008). Student and instructor feedback regarding motivational impact of nine week
freshman English module. College English : Issues and Trends, 2(2), 44-50.
Verma, G. K., & Mallick, K. (1999). Researching education: Perspective and techniques. Hong Kong:
Falmer Press.
Walia, R. (2015). A Saga of Qualitative Research. Social Crimonol, 3(2), pp. 1-3.
Wang, H. (2014). Learner autonomy based on constructivism learning theory.
International Journal of Social, Behavioral, Educational, Economic, Business
and Industrial Engineering, 8(5), 1552–1554.
Wang, W. (2017). Using rubrics in student self-assessment: student perceptions in the English as a
foreign language writing context. Assess. Evalu. High. Educ. 42, 1280–1292. doi:
10.1080/02602938.2016.1261993
Wiest, G. (2012). Neural and mental hierarchies.
https://doi.org/10.3389/fpsyg.2012.00516
Williams, Z. (2014). The use of multimedia material in teaching Chinese as a second
language and pedagogical implications. Retrieved from:
https://scholarworks.umass.edu/theses/1016
Wilson, K. (1996). Validity of global self-ratings of ESL speaking proficiency based on an
FSI/ILR-referenced scale: An empirical assessment. Princeton, New Jersey: Princeton University
Press.
Wilson, S. T. J. (2006). Anxiety in learning English as foreign language: Its associations with
student variables, with oral proficiency, and with performance on an oral test. (Dissertation).
Granada: Universidad de Granada.
Winke, P. (2009). Self-esteem and foreign language learning. The Modern Language Journal, 93(2),
308–309. doi.org/10.1111/j.1540-4781.2009.00870_8.x
Winke, P. (2007). The psychology of the language learner: Individual differences in second language
acquisition. Studies in Second Language Acquisition, 29, 143- 144.
Wisker, G. (2007). The postgraduate research handbook. Palgrave: Macmillan.
Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for
university students.International Journal of Linguistics, 6(4).
https://doi.org/10.5296/ijl.v6i4.5870
Xhemaili, M. (2013). The Advantages of Using Films to Enhance Student’s Reading Skills in the EFL
Classroom. Journal of Education and Practice, 4(13), 62-66.
Yaseen, B. H., & Shakir, H. (2015). Movie effects on EFL learners at Iraqi school in Kuala Lumpur.
International Journal of Education & Literacy Studies, 3(3), 31–36.
Yassin, B. (2015). Challenges of teaching English language to English language learners at private
universities in Jordan. Arab World English Journal, 6(2), 265
– 274.
Yilmaz, F. N. (2017). Reliability of scores obtained from self-, peer-, and teacher assessments on
teaching materials prepared by teacher candidates. Educ. Sci. 17, 395–409. doi:
10.12738/estp.2017.2.0098
Yin, R. K. (2014). Case study research: Design and methods (5th Ed.). Thousand Oaks, CA: Sage
Publications.
Yin, R. K. (2003). Case study research: Design and methods (3rd Ed.). Thousand
Oaks, CA: Sage Publications.
Yoon, E., & Lee, H. K. (2013). Do effects of self-assessment differ by L2 language
level? A case of Korean learners of English. Asia-Pacific Education Researcher, 22(4), 731–739.
doi.org/10.1007/s40299-013-0111-z
Yuan, H. B., Williams, B. A., Fang, J. B., & Pang, D. (2012). Chinese baccalaureate nursing
students' readiness for self-directed learning. Nurse Education Today, 32(4), 427- 431. doi:
10.1016/j.nedt.2011.03. 005
Zardini, M., & Barnabe, F. (2013). How to improve the speaking skills through the communicative
approach. Diálogos Pertinentes – Revista Científica de Letras, 9(2), 27–43.
Zare, P., & Riasati, M. J. (2012). The relationship between language learning anxiety, self-esteem,
and academic level among Iranian EFL learners. Pertanika J. Soc. Sci. & Hum, 20(1), 219–225.
Zeigler-Hill, V. (2006). Discrepancies between implicit and explicit self-esteem: Implications for
narcissism and self-esteem instability. Journal of Personality, 74(1), 119– 144.
Zheng, H., Huang, J., & Chen, Y. (2012). Effects of self-assessment on Chinese students’
performance on college English writing tests. Polyglossia, 23, 12-20.
Zheng, R. (2018). Digital technologies and instructional design for personalized learning.
Pennsylvania, PA: IGI Global.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: an introduction
and overview, in Handbook of Self-Regulation of Learning and Performance, eds B. J. Zimmerman and
D. H. Schunk, 1–14. New York, NY: Routledge.
Zulkurnain, N. (2015). Oral English communication difficulties and coping strategies of diploma of
hotel management students at Universiti Sains Malaysia, Penang.
The Southeast Asian Journal of English Language Studies, 20(3), 93–112.