Akbari, R. (2008). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652. doi:10.1002/j.1545-7249.2008.tb00152.x
American Educational Research Association. (1992). Ethical standards of the AERA. Educational Researcher, 21(7), 23–26.
Ary, D., Jacobs, L. C., & Sorensen, C. (2010). Introduction to research in education (8th ed.). Boston: Cengage Learning.
Ary, D., Jacobs, L. C., Sorensen Irvine, C. K., & Walker, D. (2019). Introduction to research in education (10th ed.). Boston: Cengage Learning.
Ashton-Hay, S. (2006).
Constructivism and powerful learning environments: Create your own! Paper presented at the the 9th International English Language Teaching Convention: The Fusion of Theory and Practice, Middle Eastern Technical University, Ankara, Turkey.
http://eprints.qut.edu.au/17285/1/17285.pdf
Bell, D. M. (2003). Method and Postmethod: Are They Really So Incompatible? TESOL Quarterly, 37(2), 325-336. doi:10.2307/3588507
Best, J. W., & Kahn, J. V. (2006). Research in education (10th ed.). Boston, MA: Pearson Education, Inc.
Birjandi, P., & Siyyari, M. (2010). Self-assessment and peer-assessment: A comparative study of their effect on writing performance and rating accuracy. Iranian Journal of Applied Linguistics, 13(1), 23-45.
Breen, L., & Darlaston-Jones, D. (2010). Moving beyond the enduring dominance of positivism in psychological research: Implications for psychology in Australia. Australian Psychologist, 45(1), 67-76. doi:10.1080/00050060903127481
Brown, J. D. (2001). Using surveys in language programs. Cambridge: Cambridge University Press.
Brown, T. A. (2015). Confirmatory factor analysis for applied research, 2nd ed. New York, NY, US: Guilford Press.
Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York: Routledge.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New York: Routledge.
Creswell, J. W. (2010). Educational research (4th ed.). Boston: Pearson.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: SAGE Publication.
Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests Psychological Bulletin, 52(4), 281-302. doi:10.1037/h0040957
Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York: Routledge.
Ellis, R. (2010). A principled approach to incorporating second language acquisition research into a teacher education programme. Reflections in Language Teaching, 9(1), 11-23.
Fahim, M., & Zaker, A. (2014). EFL learners' creativity and critical thinking: Are they associated? Humanising Language Teaching, 16(3).
Farrell, T. S. C. (2012). Reflective practice as professional development. In C. Coombe, L. England, & J. Schmidt (Eds.), Reigniting, retooling and retiring in English language teaching (pp. 23-32). East Lancing: University of Michigan Press.
Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85. doi:10.1016/s0742-051x(01)00051-8
Kline, R. (2015). Principles and practice of structural equation modeling (4th ed.). London: Guildford.
Krosnick, J. A., & Presser, S. (2010). Question and questionnaire design. In P. V. Marsden & J. D. Wright (Eds.), Handbook of survey research (2nd ed., pp. 263-313). Bingley: Emerald.
Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. New York: Routledge.
Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford: Oxford University Press.
Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design (2nd ed.): Routledge.
Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. New York: Routledge.
Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. New York: Routledge.
Nosratinia, M., & Zaker, A. (2014). Metacognitive attributes and liberated progress:The association among second language learners’ critical thinking, creativity, and autonomy. SAGE Open, 4(3). doi:10.1177/2158244014547178
Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers' critical thinking and teaching autonomy on their teaching success and learners' use of language learning strategies. Journal of Language Teaching and Research, 8(1), 122-132. doi:10.17507/jltr.0801.15
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). London: Open University Press.
Richards, J. C., & Lockhart, C. (1994). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Sabbaghan, S. (2010). Iranian TEFL students' perceptions of plagiarism. Journal of English Language Studies, 1(4), 23-40.
Springer, K. (2010). Educational research: A contextual approach. NJ: Wiley.
Tabachnick, B. G., & Fidell, L. S. (2014). Using multivariate statistics (6th ed.). Boston: Pearson Education.
Wang, J., & Wang, X. (2012). Structural equation modeling: applications using Mplus. New York: John Wiley.
Weijters, B., Cabooter, E., & Schillewaert, N. (2010). The effect of rating scale format on response styles: The number of response categories and response category labels. International Journal of Research in Marketing, 27(3), 236-247. doi:10.1016/j.ijresmar.2010.02.004
Zaker, A. (2016). Social constructivism and metacognition in an EFL context: Inspecting the contribution of critical thinking to EFL learners' social intelligence.
Humanising Language Teaching, 18(6). Retrieved from
www.hltmag.co.uk/dec16/index.htm
Zaker, A., Nosratinia, M., Birjandi, P., & Yazdanimoghaddam, M. (2019). The impact of implementing critical appraisal on EFL teachers’ quantitative research literacy. Journal of Language and Translation, 9(2), 141-155.
Zeichner, K. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4-15. doi:10.3102/0013189X028009004.