Adams, R., Amani, S., Newton, J., & Alwi, N. (2014). Planning and production in computer-mediated communication (CMC) writing. In H. Byrnes & R. Manchón, (Eds.) Task-based language learning-insights from and for L2 learning (pp. 137-161).John Benjamins Publishing Company.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248-287.
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman.
Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100-112.
Boekaerts, M. (1999). Self-regulated learning: Where are we today? International Journal of Educational Research, 31, 445–457.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) (2000). Handbook of self- Regulation. San Diego, CA: Academic.
Branden, K., Bygate, M., & Norris, J. (2009). Task-based language teaching. Amsterdam: John Benjamins Pub.
Brunstein, J., & Glaser, C. (2011). Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders' composition skills: a randomized controlled trial. Journal of Educational Psychology, 103(4), 922-938. Doi: 10.1037/a0024622.
Byrnes, H. & Manchón, R. (2014) Task-based language learning-insights from and for L2 learning John Benjamins Publishing Company.
Caffarella, R. S., & Barnett, B. G. (2000). Teaching doctoral students to become scholarly writer: The importance of giving and receiving critiques. Studies in Higher Education, 25(1), 39-52.
Carless, D. (2012). TBLT in EFL settings: Looking back and moving forward. In A. Shehadeh, & C. Coombe (Eds.), Task-based language teaching in foreign language contexts: Research and implementation (pp. 345–358). Amsterdam: John Benjamins.
Carnie, A. (2006). Syntax. Oxford: Blackwell.
Castello, M., Inesta, A., & Monereo, M. (2009). Towards self-regulated academic writing: an exploratory study with graduate students in a situated learning environment. Electronic Journal of research in Educational Psychology, 7(3), 1107-1130.
Chenoweth, A., & Hayes, J. (2001). Fluency in writing: Generating text in L1 and L2. Written Communication, 18, 80-98.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, N.J.: L. Erlbaum Associates.
Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schuck (Eds.), Self-regulated learning and academic achievement an overview: Theoretical perspectives (PP. 191-225),Hillsdale, NJ: Erlbaum.
Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391-409.
Dörnyei, Z. (2002). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences in second language acquisition (pp. 137-158). Amsterdam: John Benjamin.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, N.J.: L. Erlbaum.
Dörnyei, Z., & Kormos, J. (2000). The role of individual and social variables in oral task Language teaching research, 4(3), 275-300.
Ellis, R. (2012). Language teaching research and language pedagogy. Chichester: Wiley Blackwell.
Ellis, R., & Yuan, F. (2004). The effects of planning on fluency, complexity, and accuracy in second language narrative writing. Studies in Second Language Acquisition, 26(01), 59-84.
Ellis, R., & Yuan, F. (2005). The effects of careful within task planning on oral and written task performance. In R. Ellis (Ed.), Planning and task performance in second language learning (pp. 167-192). Amsterdam: Benjamins.
Fahim, M., & Rajabi, S. (2015). Applying self-regulated strategy development model of instruction to teach writing skill: Effects on writing performance and writing motivation of EFL learners. International Journal of Research Studies in Education, 4 (2), 29-42.
Flower, L. & Hayes, J. (1980). The Cognition of Discovery: Defining a Rhetorical Problem Composition and Communication, 31(1), 21. http://dx.doi.org/10.2307/356630
Glaser, C., & Brunstein, J. (2007). Improving fourth-grade students' composition skills: effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99(2), 297-310. Doi: 10.1037/0022-0618.104.22.1687
Graham, S. (2006). Strategy instruction and the teaching of writing. In C. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York: The Guilford Press.
Hammann, L. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15-26.
Harris, K., Graham, S., Mason, L., & Saddler, B. (2002). Developing self-regulated writers. Theory into Practice, 41(2), 110-115. Doi: 10.1207/s15430421tip4102_7
Harris, K., Santangelo, T., & Graham, S. (2008). Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach. Instructional Science, 36(5-6), 395408. Doi: 10.1007/s11251-008-9062-9
Kormos, J. (2012). The role of individual differences in L2 writing. Journal of Second Language Writing, 21(4), 390-403. http://dx.doi.org/10.1016/j.jslw.2012.09.003
Lane, K., Graham, S., Harris, K., Little, M., Sandmel, K., & Brindle, M. (2009). Story Writing: The effects of self-regulated strategy development for second-grade students with writing and behavioral difficulties. The Journal of Special Education, 44(2), 107-128. http://dx.doi.org/10.1177/0022466908331044
Macaro, E. (2014). “Reframing task performance: The relationship between tasks, strategic behaviour, and linguistic knowledge”, In H. Byrnes & R. M Manchón (eds.) Task-Based
Language Learning – Insights from and for L2 Writing. (pp. 53-78). Amsterdam: John
Benjamins Publishing Company.
Magno, C. (2009). Self-regulation and approaches to learning in English composition writing. TESOL Journal, 1, 1-16.
Manchón, R. M., (2009). Individual differences in foreign language learning: The dynamics of beliefs about L2 writing. RESLA, 22, 245-268.
Manchón, R. M. & Roca de Larios, J. (2007). On the Temporal Nature of Planning in L1 and L2 Composing: A study of Foreign Language Writers. Language Learning, 57, 549-593.
Mehrabi, M., Kalantarian, R., & Boshrabadi, A. (2016). The interplay between self-regulation strategies, academic writing achievement and gender in an Iranian L2 context. Journal of Applied Linguistics and Language Research, 3(2), 230-239.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218-233. http://dx.doi.org/10.1016/j.jslw.2010.10.003
Philips, D. (2001). Longman Introductory Course for the TOEFL test. London: Longman.
Polio, C. (1997). Measures of linguistic accuracy in second language writing research. Language Learning, 47(1), 101-143. http://dx.doi.org/10.1111/0023-8333.31997003
Richards, B. J. & Malvern, D. D. (2004). Investigating the validity of a new measure of lexical diversity for root and inflected forms. In K. Trott, S. Dobbinson, & P. Griffith (eds.), The child language reader (pp.81-9). London: Routledge.
Robinson, P. (2005). Cognitive complexity and task sequencing: Studies in a componential framework for second language task design. IRAL - International Review of Applied Linguistics in Language Teaching, 43(1), 1-32. http://dx.doi.org/10.1515/iral.2005.43.1.1
Robinson, P. (2011). Second language task complexity: Researching the Cognition Hypothesis
of language learning and performance (pp.175-202). Amsterdam: John Benjamins.
Ruiz-Funes, M. (2014). Task complexity and linguistic performance in advanced college level foreign language writing. In Byrnes, H. & Manchón, R. (Eds.) Task-based language learning-insights from and for L2 learning (163-191).John Benjamins Publishing Company. Doi: 10.1075/tblt.7
Sangarun, J. (2005). The effects of focusing on meaning and form in strategic planning. In R. Ellis (Ed.), Planning and task performance in a second language (pp. 111-143). Amesterdam: John Benjamins Publishing.
Santangelo, T., Harris, K. R., & Graham, S. (2007). Self-regulated strategy development: A validated model to support students who struggle with writing. Learning Disabilities: A Contemporary Journal, 5(1), 1-20.
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
Skehan, P., & Foster, P. (1999). The influence of task structure and processing conditions on narrative retellings. Language Learning, 49 (1), 93-120.
Torrance, M., Fidalgo, R., & Garcia, J. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction, 17(3), 265-285.
Zimmerman, B. J. (1998), Academic studying and the development of personal skill: A self- regulatory perspective. Education Psychology, 33(2/3), 73-86.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P.R. Pintrich, & M. Zeidner, (eds.), Handbook of Self-regulation (pp. 749-768) San Diego, CA: Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-72.
Zimmerman, B. J., & Schunk, D. H. (2001). Self-regulated learning and academic achievement: theoretical perspective. Hillsdale, NJ: Erlbaum.