Apple, M. W. (2013). Knowledge, power, and education: The selected works of Michael W. Apple. Routledge. https://doi.org/10.4324/9780203118115
Apple, M. W., Kenway, J., & Singh, M. (Eds.). (2005). Globalizing education: Policies, pedagogies, and politics. Peter Lang.
Babaii, E., Parsazadeh, A., & Moradi, H. (2017). The question of power in language classes from a critical discourse analysis perspective: Once a student, always a student? Pragmatics and Society, 8(4), 542-570. https://doi.org/10.1075/ps.8.4.04bab
Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. Routledge. https://doi.org/10.4324/9781315021263
Cazden, C. B., John, V. P., & Hymes, D. (Eds.). (1972). Functions of language in the classroom. Teachers College Press.
Chaudron, C. (1988). Teacher talk in second language classrooms. In C. Chaudron (Ed.), Second language classrooms: Research on teaching and learning (pp. 50-89). Cambridge University Press. https://doi.org/10.1017/CBO9781139524469.005
Clayson, D. E., & Haley, D. A. (2005). Marketing models in education: Students as customers, products, or partners. Marketing Education Review, 15(1), 1-10. https://doi.org/10.1080/10528008.2005.11488884
Coates, J. (2015). The semantics of the modal auxiliaries. Routledge. (1983)
Diaz, A., Cochran, K., & Karlin, N. (2016). The influence of teacher power on English language learners' self-perceptions of learner empowerment. College Teaching, 64(4), 158-167. https://doi.org/10.1080/87567555.2015.1126801
Dung, Đ. T. X., & Kết, M. V. (2022). Teachers' perception and practice of discourse power from the perspective of teacher roles in tertiary English classroom interaction. Journal of Language and Life, 3(323), 38-46.
Ellis, R. (1994). The study of second language acquisition. Oxford University Press.
Fairclough, N. (1992). Discourse and social change. Polity Press.
Fairclough, N. (2015). Language and power (3rd ed.). Routledge. (1989)
Foucault, M. (1980). Power/Knowledge: Selected interviews and other writings 1972-1977 (C. Gordon, L. Marshall, J. Mepham, & K. Soper, Trans.; C. Gordon, Ed.). Harvester Press.
Foucault, M. (1991). Politics and the study of discourse. In G. Burchell, C. Gordon, & P. Miller (Eds.), The Foucault effect: Studies in governmentality with two lectures by and an interview with Michel Foucault (pp. 53-72). University of Chicago Press.
Fowler, R., Hodge, B., Kress, G., & Trew, T. (2019). Language and control (2nd ed.). Routledge. https://doi.org/10.4324/9780429436215 (1979)
Gaventa, J. (2003). Power after Lukes: an overview of theories of power since Lukes and their application to development. Brighton: Participation Group, Institute of Development Studies, 3-18.
Goodboy, A. K., & Bolkan, S. (2011). Student motives for communicating with instructors as a function of perceived instructor power use. Communication Research Reports, 28(1), 109-114. https://doi.org/10.1080/08824096.2011.541368
Hein, G. E. (1991). Constructivist learning theory CECA (International Committee of Museum Educators) Conference, Jerusalem Israel. https://www.exploratorium.edu/education/ifi/constructivist-learning
Kang, H.-S., & Dykema, J. (2017). Critical discourse analysis of student responses to teacher feedback on student writing. Journal of Response to Writing, 3(2), 6-35. https://source.sheridancollege.ca/fhass_publications/7/
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Longman.
Lillis, T. M. (2001). Student writing: Access, regulation, desire. Routledge. https://doi.org/10.4324/9780203186268
Luke, A. (1995). Text and discourse in education: An introduction to critical discourse analysis. Review of Research in Education, 21(1), 3-48. https://doi.org/10.3102/0091732X021001003
McCroskey, J. C., & Richmond, V. P. (1984). Power in the classroom II: Power and learning. Communication Education, 33(2), 125-136. https://doi.org/10.1080/03634528409384729
McCroskey, J. C., Richmond, V. P., Plax, T. G., & Kearney, P. (1985). Power in the classroom V: Behavior alteration techniques, communication training and learning. Communication Education, 34(3), 214-226. https://doi.org/10.1080/03634528509378609
Mehan, H. (1979). Learning lessons: Social organization in the classroom. Harvard University Press. https://doi.org/10.4159/harvard.9780674420106
Oral, Y. (2013). ‘The right things are what I expect them to do’: Negotiation of power relations in an English classroom. Journal of Language, Identity and Education, 12(2), 96-115. https://doi.org/10.1080/15348458.2013.775877
Pennycook, A. (2000). The social politics and the cultural politics of language classrooms. In J. K. Hall & W. Eggington (Eds.), The sociopolitics of English language teaching (pp. 89-103). Multilingual Matters. https://multilingual-matters.com/page/detail/?k=9781853594366
Pennycook, A. (2001). Critical applied linguistics: A critical introduction. Routledge. https://doi.org/10.4324/9781410600790
Prawat, R. S., & Floden, R. E. (1994). Philosophical perspectives on constructivist views of learning. Educational Psychologist, 29(1), 37-48. https://doi.org/10.1207/s15326985ep2901_4
Raven, B. H. (1993). The bases of power: Origins and recent developments. Journal of Social Issues, 49(4), 227-251. https://doi.org/10.1111/j.1540-4560.1993.tb01191.x
Reid, L. F., & Kawash, J. (2017). Let’s talk about power: How teacher use of power shapes relationships and learning. Papers on postsecondary learning and teaching, 2, 34-41.
Rodríguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45(4), 293-305. https://doi.org/10.1080/03634529609379059
Rogers, R. (Ed.). (2011). An introduction to critical discourse analysis in education (2nd ed.). Routledge. https://doi.org/10.4324/9780203836149 (2004)
Rogers, R., & Schaenen, I. (2014). Critical discourse analysis in literacy education: A review of the literature. Reading Research Quarterly, 49(1), 121-143. https://doi.org/10.1002/rrq.61
Schrodt, P., Witt, P. L., & Turman, P. D. (2007). Reconsidering the measurement of teacher power use in the college classroom. Communication Education, 56(3), 308-332. https://doi.org/10.1080/03634520701256062
Sinclair, J. M., & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. Oxford University Press.
Snowdon, C. J., & Eklund Karlsson, L. (2021). A critical discourse analysis of representations of travellers in public policies in Ireland. Societies, 11(1), 14.
Surjowati, R. (2021). Exploring interpersonal meanings on the discourse of the Indonesian national anthem from the CDA perspectives. Studies in English Language and Education, 8(1), 360-380.
Tauber, R. T. (1985). Power bases: their application to classroom and school management. Journal of Education for Teaching 11(2), 133-144. https://doi.org/10.1080/0260747850110203
Tsui, A. B. M. (1995). Introducing classroom interaction. Penguin.
van Lier, L. (1988). The classroom and the language learner: Ethnography and second-language classroom research. Longman.
Walsh, S. (2006). Investigating classroom discourse. Routledge. https://doi.org/10.4324/9780203015711
Waugh, L. R., Catalano, T., Masaeed, K. A., Do, T. H., & Renigar, P. G. (2016). Critical discourse analysis: Definition, approaches, relation to pragmatics, critique, and trends. In A. Capone & J. L. Mey (Eds.), Interdisciplinary studies in pragmatics, culture and society (pp. 71-135). Springer.
Winter, S., & Gärdenfors, P. (1995). Linguistic modality as expressions of social power. Nordic Journal of Linguistics, 18(2), 137-165. https://doi.org/10.1017/S0332586500000147
Worley, D., Titsworth, S., Worley, D. W., & Cornett-DeVito, M. (2007). Instructional communication competence: Lessons learned from award-winning teachers. Communication Studies, 58(2), 207-222. https://doi.org/10.1080/10510970701341170