Afshari, S., & Oroujlou, N. (2012). Reexamining the role of implicit and explicit focus on form: Iranian EFL context. International Journal of Linguistics, 4(2), 306-322.
Akbarzadeh, R., Saeidi, M., & Chehreh, M. (2014). The effect of oral interactive feedback on the accuracy and complexity of EFL learners’ writing performance: Uptake and retention. Iranian Journal of Language Teaching Research, 2(2), 105-126.
Al-Sibai, D. M. M. (2008). Using dictogloss tasks: attention to form in a collaborative classroom activity with female students at King Saud University. Master Thesis, King Saud University, ProQuest. Retrieved January 10, 2017 from http://mpazhou.ir/wp-content/uploads/Characteristics of-Dictation-Tests.pdf
Ashwell, T. (2000). Patterns of teacher response to student writing in a multiple-draft composition classroom: Is content feedback followed by form feedback the best method? Journal of Second Language Writing, 9(3), 227-257.
Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education, 31(2), 219-233.
Chakir, I., Kafa, S., (2014). English Language teachers’ preferences in presenting target language grammar. Journal of Language and Literature Education, 8, 39-51.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in accuracy and fluency in L2 student writing. Journal of Second Language Writing, 1(2), 267-296.
Chou, Ch. L. (2000). Chinese speakers' acquisition of English conditionals: Acquisition order and L1 transfer effects. Second Language Studies, 19(1), 57-98.
Cook, V. (1994). Universal grammar and the learning and teaching of second languages. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 25-48). Cambridge: Cambridge University Press.
Cunningham, S. & Moor, P. (2007). American Cutting Edge 3. Upper Saddle River, United States: Pearson Education (US).
Day, E., & Shapson, S. (1991). Integrating formal and functional approaches to language teaching in French immersion: An experimental approach. Language Learning, 41, 25-58.
Doughty, C., & Varela, E. (1998). Communicative focus on form. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 114-138). Cambridge: Cambridge University Press.
Doughty, C., & Williams, J. (1998b). Pedagogical choices in focus on form. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (197-296). New York, NY: Cambridge University Press.
Doughty, C., Williams, J. (Eds.), (1998a). Focus on Form in Classroom Second Language Acquisition. (pp. 15-63). Cambridge University Press, Cambridge.
Ebrahimi, S., Rezvani, E., & Kheirzadeh, Sh. (2015). Teaching Grammar through FormS Focused and Form Focused Instruction: The Case of Teaching Conditional Sentences to Iranian Intermediate EFL Learners. Journal of Applied Linguistics and Language Research, 2(1), pp. 10-25.
Ellis, N. C. (2005). At the interface: Dynamic interactions of explicit and implicit language knowledge. Studies in Second Language Acquisition, 27, 305–352.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40, 83-107.
Ellis, R., Basturkmen, H., & Loewen, S. (2001). Preemptive focus on form in the ESL classroom. TESOL Quarterly, 35(3), 407–432.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition. Oxford: Blackwell Publishers. 28(2), 339-368.
Ferris, D. R. & Roberts, B. (2000). Error feedback in L2 writing classes. How explicit does it need to be? Journal of Second Language Writing 10, 161-184.
Fotos, S. (1998). Integrating grammar instruction and communicative language use through grammar consciousness-raising tasks. TESOL Quarterly, 28(2), 323-351.
Guenette, D. (2007). Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16, 40-53.
Harley, B. (1989). Functional grammar in French immersion: A classroom experiment. Applied Linguistics, 10, 331-59.
Hasannejad, M., R., & Mollahosainy, M., R., (2011). The effect of written corrective feedback on the accuracy of output task and learning of target form. The Journal of Applied Linguistics, 4(1), 1-29
Heift, T. (2004). Corrective feedback and learner uptake in CALL. United Kingdom: Cambridge University Press.
Henning, G. (1987). A guide to language testing. University of California: Los Angeles.
Jafarigohar, M., Nourbakhsh, F., & Hemmati, F. (2013). A comparison between the effectiveness of focus on form and focus on forms instructions on conditional sentence learning by Iranian pre-intermediate English language learners. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(2), 143-156.
Kim, J. H. (2004). Issues of corrective feedback in second language acquisition. Working Papers in TESOL & Applied Linguistics, 4(2), 1–24.
Kooshafar, M., Youhanaee, M., & Amirian, Z. (2012). The effect of dictogloss technique on learner’s writing improvement in terms of writing coherent text. Journal of Language Teaching and Research, 3(4), 716-721.
Lalande, J. F. (1982). Reducing composition errors: an experiment. Modern Language Journal, 66, 140-149.
Lapkin, S., & Swain, M. (2001). How tasks make a difference: Some insights from adolescent immersion students’ writing. In J. Dicks, (Eds.), Colloquium Proceedings, Bilingual Child-World Citizen. Retrieved February 20, 2017 from http://www.unb.ca/slec/events/actes/titlepage.html
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60, 309-365.
Lightbown, P., & Spada, N. (2007). How language are learned. (3rd Ed.). Oxford: Oxford University Press.
Lim, W. L., & Jacobs, G. M. (2001). An analysis of students' dyadic interaction on a dictogloss task. ERIC Document Reproduction Service No. ED. 456 649.
Long, M. (2006). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.
Long, M. H. & Robinson, P. (1998). Focus on form: Theory, research, and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom secondlanguage acquisition (pp. 15-42). Cambridge: Cambridge University Press.
Long, M. H. (1991). Focus of form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign language research in cross-cultural perspective (pp. 39-52). Amsterdam: John Benjamins.
Lord, C. (2002). Are subordinate clauses more difficult? In J. Bybee, & M. Noonan (Eds.). Complex sentences in grammar and discourse (pp. 224-233).
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classroom. Studies in Second Language Acquisition, 19(1), 37–66.
Mehdiabadi, F., & Arabmofrad, A. (2014). The effectiveness of collaborative output task of dictogloss in enhancing EFL learners' Emotional Intelligence. International Journal of Linguistics, 6(6). 128-142. Retrieved January 15, 2017, from http://dx.doi.org/10.5296/ijl.v6i6.6804
Mindt, D. (1996). English corpus linguistics and the foreign language teaching syllabus. In Thomas, J. and Short, M. (Eds.). Using corpora for language research. Longman.
Naeimi, A., Saeidi, M., & Behnam, B. (2017). Effect of Oral Corrective Feedback on Iranian EFL Learners’ Phonological Uptake and Retention. International Journal of Foreign Language Teaching & Research, 5(17), 57-75
Nassaji, H. (2009). Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness. Language Learning, 59(2), 411-452.
Newman, E. (2012). Dare to dictogloss! Teacher Talk blog on AzarGrammar.com. Retrieved January 30, 2017, from http://azargrammar. com/teacherTalk/ blog/ 2012/ 01/dare-to-dictogloss/
Nguyen, Th., Th. Pham., & M. Pham. (2012). The relative effects of explicit and implicit form-focused instruction on the development of l2 pragmatic competence. Journal of Pragmatics, 44(2), 416-434.
Ollerhead, S. & Oosthuizen, J. (2005). Meaning-focused vs. form-focused L2 instruction: implications for writing educational materials for South African learners of English. Stellenbosch Papers in Linguistics, 36, 59-84.
Oxenden, C. & Latham-Koenig, Ch. (2014). American English file 4. Printed in China. Oxford: New York. Publisher: Laura Pearson.
Parrot, M. (2000). Grammar for English language teachers. Cambridge: Cambridge University Press.
Parvaz, M. & Gorjian, B. (2013). The effect of form-focused instruction (FFI) on teaching English grammar to Iranian learners at the intermediate level. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(4), 450.
Pawlak, M. (2014). Error correction in the foreign language classroom. Berlin, Germany: Springer.
Purnawarman, P. (2011). Impacts of different types of teacher corrective feedback in reducing grammatical errors on ESL/EFL students’ writing. Blackaburg, VA.
Radford, A. (2004). English Syntax: An Introduction. Cambridge: Cambridge University Press.
Rahimi, M. (2009).The role of teacher’s corrective feedback in improving Iranian EFL learner’s writing accuracy over time: Is learner’s mother tongue relevant? Springer, 22, 219-243.
Rassaei, E., Moinzadeh, A., & Youhanaee, M. (2012). The effect of corrective feedback on the acquisition of implicit and explicit L2 Knowledge. The Journal of Language Teaching and Learning, 2(1), 59-75.
Richards, J. C., Hull, J., & Protector, S. (2005). Interchange student’s book two (3rd Ed). Cambridge University Press.
Saeidi, M. (2009). Multiple intelligence-based Focus on Form and Iranian EFL learners’ accurate use of grammar. Iranian Journal of applied Linguistics, 12(2), 117-136.
Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development. Studies in Second Language Acquisition, 34, 591– 626.
Savage, K., Gretchen, L., & Band, D., P. (2010). Grammar Matters. Teaching Grammar in Adult ESL Programs. U.S.A: Cambridge University Press.
Shak, J. (2006). Children using dictogloss to focus on form. Reflections on English Language Teaching. 5(2), 47-62.
Song, M., & Suh, B. (2008). The effect of output task types on noticing and learning of the English past counterfactual conditional. System, 36, 295-312.
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty, & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). Cambridge: Cambridge University Press.
Tedick, D., & De Gortari, B. (1998). Research on error correction and implications for classroom teaching. The Bridge: From Research to Practice. New York: Rotledge Publishing House.
Thornbury, S. (1999). How to teach grammar. Harlow, Essex: Longman.
Ur, P. (1996). A course in language teaching practice and theory. Cambridge Teacher Training and Development. United Kingdom: Cambridge University Press.
Vasiljevic, Z. (2010). Dictogloss as an interactive method of teaching listening comprehension to l2 learner. English Language Teaching, 3(1), 41-52. Retrieved April 14, 2017, from http://dx.doi.org/10.5539/elt.v3n1p41
Wajnryb, R. (1990). Grammar dictation. Oxford: Oxford University Press.
White, L. (1991). Adverb placement in second language acquisition: Some effects of positive and negative evidence in the classroom. Second Language Research, 7, 133-61.
Williams, J., & Evans, J. (1998). What kind of focus and on which form? In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 139- 155). Cambridge: Cambridge University Press.