Bozorgian, H. (2012). Metacognitive instruction does improve listening comprehension. International Scholarly Research Network, 20(12), 1-7.
Brunfaut, T., & Revesz, A. (2015). The role of task and listener characteristics in second language listening. TESOL Quarterly, 49(1), 141-169.
Chamot, A. U., Barnhardt, S., El-Dinary, P., & Robbins, J. (1999). The learning strategies handbook. White plains: Addison Wesley Longman.
Chen, I. J., & Chang, C. C. (2009). Cognitive load theory: An empirical study of anxiety and task performance in language learning. Electronic Journal of Research in Educational Psychology, 7(2), 729-746.
Cohen, A., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: OUP.
Cohen, A. D., Weaver, S. J., & Li, T. Y. (2013). The impact of strategy-based instruction on speaking a foreign language. Minnesota: CARLA.
Dornyei, Z. (2009). The psychology of second language acquisition. Oxford: OUP.
Duncan, S., & Barrat, L. F. (2007). Affect is a form of cognition: A neurobiological analysis. Cognition & Emotion, 21(6), 1184-1211.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89, 206-219.
Field, J. (2004). An insight into listeners’ problems: Too much bottom-up r too much top-down? System, 32(3), 363-377.
George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update. (10th ed.). Boston: Pearson.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39(2), 188-213.
Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In N. Harwood (Ed.), Materials in ELT: Theory and practice (pp. 179-206). Cambridge: CUP.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3). 222-232.
Griffiths, C. (2008). Lessons from good language learners. Cambridge: CUP.
Horwitz, E. K., & Young, D. (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall.
Kim, J. H. (2000). Foreign language listening anxiety: A study of Korean students learning English. Unpublished doctoral dissertation. The University of Texas, Austin.
Kimura, H. (2008). Foreign language listening anxiety: Its dimensionality and group differences. JALT Journal, 30, 173-195.
Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstan & M. Pinemann (Eds.), Modeling and assessing second language acquisition (pp. 77-99). Clevedon: Multilingual Matters.
Mercer, S. (2015). Learner agency and engagement: Believing you can, wanting to and knowing how to. Humanizing Language Teaching, 17(4), retrieved from http://www.hltmag.co.uk/aug15/mart01.htm
Movahed, R. (2014). The effect of metacognitive strategy instruction on listening performance, metacognitive awareness and listening anxiety of beginner Iranian EFL students. International Journal of English Linguistics, 4(2), 88-100.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: CUP.
Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson Longman.
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context (2nd ed.). New York: Taylor and Francis.
Pintrich, P. R., & De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Plonsky, L. (2011). Systematic review article: The effectiveness of second language strategy instruction: A meta-analysis. Language Learning, 61(4), 993-1038.
Stevick, E. (1990). Humanism in language teaching. New York: OUP.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. (2004). Learning to listen or listening to learn? Annual Review of Applied Linguistics, 24, 3-25.
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Learning, 40(3), 191-210.
Vandergrift, L., & Cross, J. (2017). Replication research in L2 listening comprehension: A conceptual replication of Graham & Macaro (2008) and an approximate replication of Vandergrift & Tafaghodtari (2010) and Brett (1997). Language Teaching, 50(1), 80-89.
Vandegrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in Action. New York: Routledge.
Vandergrift, l., & Tafaghodtari, M. Z. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language Learning, 60(2), 470-479.
Veeman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and learning, 1, 3-14.