نقش پیچیدگی تکلیف، شرایط انجام تکلیف و خودنظم‌جویی فراگیران زبان در مهارت نوشتن

• Albert, Á. (2011). “When individual differences come into play: The effect
of learner creativity on simple and complex task performance”. In P. Robinson (Ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (Pp. 239–266). Amsterdam: John Benjamins.
• Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. EngCliffs, NJ: Prentice-Hall.
• Benson, P. (2007). “Autonomy in language teaching and learning”. Language Teaching. 40 (1). Pp. 21–40.
• Bonk, C.; J. Middleton; T. Reynolds & L. Stead, (1990, April), “The index of writing awareness: One tool for measuring early adolescent metacognition in writing”. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC.
• Byrnes, H. & R. M. Manchón, (2014), “Task-Based Language Learning: Insights from and for L2 Writing: An Introduction”. In H. Byrnes & R. M. Manchón (Eds.). Task-based Language Learning: Insights from and for L2 Writing (Pp. 1–23). Amsterdam/Philadelphia: John Benjamins.
• Emami, R.; S. Talepasand & A. M. Rezaie, (2015). “Impact of self-regulation learning strategies training on composition writing of children with attention deficit/hyperactivity disorder”. Middle Eastern Journal of Disability Studies. 5(11). pp. 208–219. [In Persian].
• Farsian, M.; N. Rezaei & S. Panahandeh, (2015). “Correlation between achievement motivation, emotional intelligence, and foreign language classroom anxiety of students of French language at Ferdowsi University of Mashhad”. Language Related Research. 6(4). Pp. 183–200. [In Persian].
• Fernández Dobao, A. (2012). “Collaborative writing tasks in the L2 classroom: Comparing group, pair, and individual work”. Journal of Second Language Writing. 21(1). Pp. 40–58.
• Gilabert, R. (2005). Task Complexity and L2 Narrative Oral Production. Unpublished Phd Dissertation. Universitat de Barcelona, Barcelona, Spain.
• Givón, T. (1985). “Function, structure, and language acquisition”. In D. Slobin (Ed.). The Cross-linguistic Study of Language Acquisition (Pp. 1008–1025). Hillsdale, NJ: Lawrence Erlbaum.
• Graham, S. & K. R. Harris, (2000). “The role of self-regulation and transcription skills in writing and writing development”. Educational Psychologist. 35(1). Pp. 3–12.
• Herl, H. E.; H. F. O'Neil; G. K. W. K. Chung; C. Bianchi; S. L. Wang; R. Mayer; C. Y. Lee; A. Choi; T. Suen & A. Tu (1999, March). “Final report for validation of problem-solving measures. CSE Technical Report 501”. University of California, Los Angles.
• Ishikawa, T. (2007). “The Effect of Manipulating Task Complexity Along the [+/–Here-and-Now] Dimension on L2 Written Narrative Discourse”. In M. P. Garcia Mayo (Ed.). Investigating Tasks in Formal Language Learning (Pp. 157–176). Bristol, UK: Multilingual Matters.
• Kellogg, R. T. (1996). “A Model of Working Memory in Writing”. In C. M. Levy & S. Ransdell (Eds.). The Science of Writing: Theories, Methods, Individual Differences and Applications (Pp. 57–71). Mahwah, NJ: Lawrence Erlbaum.
• Kim, Y. & N. Tracy-Ventura, (2011), “Task Complexity, Language anxiety, and the Development of the Simple Past”. In P. Robinson (Ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (Pp. 287–306). Amsterdam: John Benjamins.
• Kormos, J. & A. Trebits, (2011), “Working Memory Capacity and Narrative Task Performance”. In P. Robinson (Ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (Pp. 267–286). Amsterdam: John Benjamins.
• Kormos, J. (2014). “Differences Across Modalities of Performance: An Investigation of Linguistic and Discourse Complexity in Narrative Tasks”. In H. Byrnes & R. Manchon (Eds.). Task-based Language Learning: Insights from and for L2 Writing (Pp. 193–216). Amsterdam: John Benjamins.
• Kuiken, F. & R. Vedder (2008). “Cognitive task complexity and written output in Italian and French as a foreign language”. Journal of Second Language Writing. 17(1). Pp. 48–60.
• Kuiken, F. & R. Vedder ,(2011), “Task Complexity and Linguistic Performance in L2 Writing and Speaking: The Effect of Mode”. In P. Robinson (Ed.). Second Language Task Complexity: Researching the Cognition Hypothesis of Language Learning and Performance (Pp. 91–104). Amsterdam: John Benjamins.
• Michel, M. C.; F. Kuiken & I. Vedder, (2012), “Task Complexity and Interaction: (Combined) Effects on Task-based Performance in Dutch as a Second Language”. In L. Roberts, C. Lindqvist, C. Bardel & N. Abrahamsson (Eds.). EUROSLA Yearbook (Pp. 164–190). Amsterdam: John Benjamins.
• Mousavi, S. I.; Gh. Kiany; R. Akbari & R. Ghafar Samar, (2016). “The process of developing disciplinary genre awareness through training academic writing skills: A case study”. Language Related Research. 7(3). Pp. 171–196. [in Persian].
• Nikoopour, J.; M. Amini Farsani & F. Mahmoudi, (2010). “Effect of using group writing technique on writing skill of EFL learners”. Applied Linguistics. 3(2). Pp. 163–18.1.[In Persian].
• O'Neil, H. F. & H. E. Herl, (1998, April), “Reliability and validity of a trait measure of self-regulation”. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• Puustinen, M. & L. Pulkkinen, (2001). “Models of self-regulated learning: A review”. Scandinavian Journal of Educational Research. 45(3). Pp. 269–286.
• Robinson, P. (2001). “Task Complexity, Cognitive Resources, and Syllabus design: A Triadic Framework for Examining Task Influences on SLA”. In P. Robinson (Ed.). Cognition and Second Language Instruction (Pp. 285–316). Cambridge: Cambridge University Press.
• Robinson, P. (2003). “The cognition hypothesis, task design, and adult task-based language learning”. Second Language Studies. 21(2). Pp. 45–105.
• Robinson, P. (2011). “Task-based language learning: A review of issues”. Language Learning. 61(S1). Pp. 1–36.
• Skehan, P. & F. Foster, (2007), “Complexity, Accuracy, Fluency and Lexis in Task-Based Performance: A Meta-Analysis of the Ealing Research”. In S. Van Daele, A. Housen, F. Kuiken, M. Pierrard & I. Vedder (Eds.). Complexity, Accuracy, and Fluency in Second Language Use, Learning, & Teaching (pp. 207–226). Brussels: Contactforum.
• Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
• Skehan, P. (2009). “Modeling second language performance: Integrating complexity, accuracy, fluency and lexis”. Applied Linguistics. 30(4). Pp. 510–532.
• Skehan, P. (2014). “The context for researching a processing perspective on task performance”. In P. Skehan (Ed.). Processing Perspectives on Task Performance (Pp. 1–26). Amsterdam: John Benjamins.
• Storch, N. & G. Wigglesworth, (2007), “Writing tasks: Comparing Individual and Collaborative Writing”. In M. P. Garcia-Mayo (Ed.). Investigating Tasks in Formal Language Learning (Pp. 157–177). London: Multilingual Matters.
• Storch, N. (2005). “Collaborative writing: Product, process, and students’ reflections”. Journal of Second Language Writing. 14. Pp. 153–173.
• Tavakoli, P. (2014). “Storyline Complexity and Syntactic Complexity in Writing and Speaking Tasks”. In H. Byrnes & R. Manchon (Eds.). Task-based Language Learning: Insights from and for L2 Writing (Pp. 163–191). Amsterdam: John Benjamins.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
• Wigglesworth, G. & N. Storch, (2009), “Pair versus individual writing: Effects on fluency, complexity, and accuracy”. Language Testing. 26. Pp. 445–466.
• Wolfe-Quintero, K.; S. Inagaki & H. Kim, (1998), Second Language Development in Writing: Measures of Fluency, Accuracy, and Complexity. Honolulu, Hawaii: University of Hawaii Press.
• Zalbidea, J. (2017). “One task fits all? The roles of task complexity, modality, and working memory capacity in L2 performance”. The Modern Language Journal. 101(2). Pp. 335–352.
• Zimmerman, B. J. & A. Kitsantas, (1999), “Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals”. Journal of Educational Psychology. 91. Pp. 241–250.
• 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. 13–39). San Diego, CA: Academic Press.
• Zimmerman, B. J. (2002). “Becoming a self-regulated learner: An overview”. Theory into Practice. 41(2). Pp. 64–70.