Adler-Kassner, L. (2019). Designing for “more”: Writing’s knowledge and epistemologically inclusive teaching. The WAC Journal, 30, 35-63. https://doi.org/10.37514/WAC-J.2019.30.1.02
Archer, S., Eyster, J. P., Kelly, J. J., Kowalski, T., & Shanahan, C. F. (2014). Reaching backward and stretching forward: Teaching for transfer in law school clinics. Journal of Legal Education, 64(2), 258-297.
Arianmanesh, M., & Khani, R. (2019). A comparative study of actual and perceived academic competence of Iranian EAP postgraduate students. International Journal of Research in English Education, 4(1), 47-68.
Arnó-Macià, E., Aguilar-Pérez, M., & Tatzl, D. (2020). Engineering students' perceptions of the role of ESP courses in internationalized universities. English for Specific Purposes, 58, 58-74. https://doi.org/10.1016/j.esp.2019.12.001
Ataei, P., & Zamani, N. (2018). Determinants of the transfer of sustainability learning in agricultural sector of Iran. Journal of Agricultural Science and Technology, 17(6), 1437-1447.
Bailey, S. (2011). Academic writing: A handbook for international students. Routledge. https://doi.org/10.4324/9780203831656
Baillie, C., & Fitzgerald, G. (2000). Motivation and attrition in engineering students. European Journal of Engineering Education, 25(2), 145-155. https://doi.org/https://doi.org/10.1080/030437900308544
Bates, R., Holton III, E. F., & Hatala, J. P. (2012). A revised learning transfer system inventory: Factorial replication and validation. Human Resource Development International, 15(5), 549-569. https://doi.org/10.1080/13678868.2012.726872
Beer, D. F., & McMurrey, D. A. (2014). A guide to writing as an engineer. John Wiley & Sons.
Berger, R. E. (2014). A scientific approach to writing for engineers and scientists. John Wiley & Sons. https://doi.org/10.1002/9781118886779
Bhatia, V. K. (2014). Analysing genre: Language use in professional settings. Routledge. https://doi.org/10.4324/9781315844992
Borrego, M., & Newswander, L. K. (2010). Definitions of interdisciplinary research: Toward graduate-level interdisciplinary learning outcomes. The Review of Higher Education, 34(1), 61-84. https://doi.org/10.1353/rhe.2010.0006
Boshrabadi, A. M., & Biria, R. (2014). The efficacy of multimodal vs. print-based texts for teaching reading comprehension skills to Iranian high school third graders. International Journal of Language Learning and Applied Linguistics World, 5(1), 365-380.
Brown, J. D. (2005). Testing in language programs: A comprehensive guide to English language assessement. McGraw-Hill College.
Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304-327. https://doi.org/10.1002/tesj.204
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8), 947-967. https://doi.org/10.1016/S0742-051X(02)00053-7
Clarke, N. (2002). Job/work environment factors influencing training transfer within a human service agency: Some indicative support for Baldwin and Ford’s transfer climate construct. International Journal of Training and Development, 6(3), 146-162. https://doi.org/10.1111/1468-2419.00156
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Routledge. https://doi.org/10.4324/9780203771587
Cox, M., & Galin, J. R. (2020). Tracking the sustainable development of WAC programs using sustainability indicators: Limitations and possibilities. Across the Disciplines, 16(4), 38-60. https://doi.org/10.37514/ATD-J.2019.16.4.20
Cusick, J. (2009). Writing for science and engineering: A personal account of methods and approaches The 3rd Annual Japan Writers Conference, Kyoto, Japan.
Davison, C. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9(4), 454-475. https://doi.org/10.2167/beb339.0
Dehghan, F., & Razmjoo, S. A. (2012). Discipline-specific writing strategies used by TEFL graduate students. The Journal of Teaching Language Skills, 4(3), 1-22.
Donovan, P., Hannigan, K., & Crowe, D. (2001). The learning transfer system approach to estimating the benefits of training: empirical evidence. Journal of European Industrial Training, 25(2), 221-228. https://doi.org/10.1108/EUM0000000005447
Drits-Esser, D., & Stark, L. A. (2015). The impact of collaborative curriculum design on teacher professional learning. The Electronic Journal for Research in Science & Mathematics Education, 19(8), 1-27.
Eslami, Z. R. (2010). Teachers' voice vs. students' voice: A needs analysis approach to English for Acadmic Purposes (EAP) in Iran. English Language Teaching, 3(1), 3-11. https://doi.org/10.5539/elt.v3n1p3
Ford, J. D. (2004). Knowledge transfer across disciplines: Tracking rhetorical strategies from a technical communication classroom to an engineering classroom. IEEE Transactions on Professional Communication, 47(4), 301-315. https://doi.org/10.1109/TPC.2004.840486
Gilmore, A., & Millar, N. (2018). The language of civil engineering research articles: A corpus-based approach. English for Specific Purposes, 51, 1-17. https://doi.org/10.1016/j.esp.2018.02.002
Green, J. H. (2015). Teaching for transfer in EAP: Hugging and bridging revisited. English for Specific Purposes, 37, 1-12. https://doi.org/10.1016/j.esp.2014.06.003
Haghighi, S. B., Shooshtari, Z. G., & Jalilifar, A. (2019). Discipline specificity and students’ English writing proficiency: A case of collaborative teaching for transfer. TESOL Journal, 10(3), 1-19. https://doi.org/10.1002/tesj.431
Hajian, S. (2019). Transfer of learning and teaching: A review of transfer theories and effective instructional practices. IAFOR Journal of education, 7(1), 93-111. https://doi.org/10.22492/IJE.7.1.06
Hill, C., Khoo, S., & Hsieh, Y.-C. (2020). An investigation into the learning transfer of English for specific Academic Purposes (ESAP) writing skills of students in Singapore. Journal of English for Academic Purposes, 48, 1-13. https://doi.org/10.1016/j.jeap.2020.100908
Holton III, E. F., Bates, R. A., & Ruona, W. E. (2000). Development of a generalized learning transfer system inventory. Human resource development quarterly, 11(4), 333-360. https://doi.org/10.1002/1532-1096(200024)11:4%3C333::AID-HRDQ2%3E3.0.CO;2-P
Ibrahim, S., Yunus, M. A. M., & Khairi, M. T. M. (2017). Teaching academic writing for engineering students: Challenges and recommendations. International Journal of Education, Psychology Counseling, 2(5), 160-169.
James, M. A. (2009). “Far” transfer of learning outcomes from an ESL writing course: Can the gap be bridged? Journal of Second Language Writing, 18(2), 69-84. https://doi.org/10.1016/j.jslw.2009.01.001
James, M. A. (2010b). An investigation of learning transfer in English-for-general-academic-purposes writing instruction. Journal of Second Language Writing, 19(4), 183-206. https://doi.org/10.1016/j.jslw.2010.09.003
James, M. A. (2012). An investigation of motivation to transfer second language learning. The Modern Language Journal, 96(1), 51-69. https://doi.org/10.1111/j.1540-4781.2012.01281.x
James, M. A. (2014). Learning transfer in English-for-academic-purposes contexts: A systematic review of research. Journal of English for Academic Purposes, 14, 1-13. https://doi.org/10.1016/j.jeap.2013.10.007
Jewitt, C. (2012). Multimodal teaching and learning. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 4109–4114). Blackwell Publishing Ltd. https://doi.org/10.1002/9781405198431.wbeal0815
Lillis, T., & Turner, J. (2001). Student writing in higher education: contemporary confusion, traditional concerns. Teaching in Higher Education, 6(1), 57-68. https://doi.org/10.1080/13562510020029608
Lim, D. H., & Johnson, S. D. (2002). Trainee perceptions of factors that influence learning transfer. International Journal of Training and Development, 6(1), 36-48. https://doi.org/10.1111/1468-2419.00148
Marini, A., & Genereux, R. (1995). The challenge of teaching for transfer. In J. L. L. A. McKeough, A. Marini (Ed.), Teaching for transfer: Fostering Generalization in Learning (pp. 1-19). Lawrence Erlbaum Associates, Inc.
Mayer, R. (2009). Multimedia Learning. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environments. Educational Psychology Review, 19(3), 309-326. https://doi.org/10.1007/s10648-007-9047-2
Mousavi, H. S., & Kashefian-Naeeini, S. (2011). Academic writing problems of Iranian post-graduate students at national university of Malaysia (UKM). European Journal of Social Sciences, 23(4), 593-603.
Naghdipour, B. (2016). English writing instruction in Iran: Implications for second language writing curriculum and pedagogy. Journal of Second Language Writing, 32(1), 81-87. https://doi.org/10.1016/j.jslw.2016.05.001
Pande, P., & Chandrasekharan, S. (2017). Representational competence: towards a distributed and embodied cognition account. Studies in science education, 53(1), 1-43. https://doi.org/https://doi.org/10.1080/03057267.2017.1248627
Papageorgiou, V., & Lameras, P. (2017, October). Multimodal teaching and learning with the use of technology: Meanings, practices and discourses 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017), Algarve, Portugal.
Patron, E., Wikman, S., Edfors, I., Johansson‐Cederblad, B., & Linder, C. (2017). Teachers’ reasoning: Classroom visual representational practices in the context of introductory chemical bonding. Science Education, 101(6), 887-906.
Perkins, D., & Salomon, G. (1994). Transfer of learning. In H. Torsten & T. P. Neville (Eds.), The international encyclopedia of education (2 ed., Vol. 11, pp. 6452–6457). Pergamon.
Pugh, K. J., & Bergin, D. A. (2006). Motivational influences on transfer. Educational psychologist, 41(3), 147-160. https://doi.org/10.1207/s15326985ep4103_2
Rahman, M., Doyan, A., & Sutrio, S. (2021). The effectiveness of video-assisted multi-representation approach learning tools to improve students’ critical thinking ability. Jurnal Penelitian Pendidikan IPA, 7, 56-60.
Saffarzadeh, T. (2016). Background and basics of writing semi-specialized English books. In P. F. Bidahri, M; Haghani, M; Maftoon, P (Ed.), English for the Students of Engineering. SAMT.
Sajid, M., & Siddiqui, J. A. (2015). Lack of academic writing skills in English language at higher education level in Pakistan: causes, effects and remedies. International Journal of Language and Linguistics, 2(4), 174-186. https://doi.org/10.13140/RG.2.2.34902.09289
Salkind, N. J. (2010). Encyclopedia of research design (Vol. 1). SAGE.
Shooshtari, Z. G., Biparva, S. H., & Bates, R. (2018). The catalysts and barriers of learning transfer in ESAP writing programs: Assessing learners’ perceptions via the LTSI. Asian ESP Journal, 14(1), 193-219.
Shooshtari, Z. G., Jalilifar, A., & Biparva , S. H. (2017). A multimodal approach toward teaching for transfer: A case of team-teaching in ESAP writing courses. Journal of Teaching Language Skills, 35(4), 157-190. https://doi.org/10.22099/jtls.2017.3944
Shrestha, P., & Coffin, C. (2012). Dynamic assessment, tutor mediation and academic writing development. Assessing writing, 17(1), 55-70. https://doi.org/10.1016/j.asw.2011.11.003
Stewart, T. (2018). Expanding possibilities for ESP practitioners through interdisciplinary team teaching. In Y Kırkgöz & K. Dikilitaş (Eds.), Key issues in English for specific purposes in higher education (Vol. 11, pp. 141-156). Springer. https://doi.org/10.1007/978-3-319-70214-8_9
Subedi, B. S. (2004). Emerging trends of research on transfer of learning. International education journal, 5(4), 591-599.
Sun, Y., Yang, K., & Silva, T. (2021). Multimodality in L2 writing: Intellectual roots and contemporary developments. In D.-s. Shin, T. Cimasko, & Y. Yi (Eds.), Multimodal composing in K-16 ESL and EFL education: Multilingual perspectives (pp. 3-16). Springer. https://doi.org/10.1007/978-981-16-0530-7_1
Swales, J. M., & Feak, C. B. (2012). Academic writing for graduate students: Essential tasks and skills (Vol. 1). University of Michigan Press https://doi.org/10.1163/26659077-01802006
Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., McKenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and teacher education, 27(8), 1235-1244. https://doi.org/https://doi.org/10.1016/j.tate.2011.07.003
Vrchota, D. A. (2015). Cross-curricular consulting: How WAC experts can practice adult learning theory to build relationships with disciplinary faculty. The WAC Journal, 26, 56-75. https://doi.org/10.37514/WAC-J.2015.26.1.04
Wolfe, A. M. (2009). Student attitudes toward study skills. Marketing Management Association, 262-268.
Zamani, N., Ataei, P., & Bates, R. (2016). The use of the Persian translation of the Learning Transfer System Inventory in the context of agricultural sustainability learning in Iran. International Journal of Training and Development, 20(1), 92-104. https://doi.org/10.1111/ijtd.12071
Zeidmane, A., & Cernajeva, S. (2011). Interdisciplinary approach in engineering education. 2011 IEEE Global Engineering Education Conference (EDUCON), Amman, Jordan.