Academic Word List - School of Linguistics and Applied Language Studies - Victoria University of Wellington. http://www.victoria.ac.nz/lals/resources/academicwordlist/.
Aguilar, Marta. ‘The Peer Seminar, a Spoken Research Process Genre’. Journal of English for Academic Purposes, vol. 3, no. 1, Jan. 2004, pp. 55–72, https://doi.org/10.1016/S1475-1585(03)00043-2.
Alexander, Olwyn, et al. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet, 2008.
———. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet, 2008.
———. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet, 2008.
———. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet, 2008.
Alexander, Olwyn, et al. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet Publishing Ltd, 2008.
———. EAP Essentials: A Teacher’s Guide to Principles and Practice. Garnet Publishing Ltd, 2008.
Allwright, Dick. ‘Exploratory Practice: Rethinking Practitioner Research in Language Teaching’. Language Teaching Research, vol. 7, no. 2, June 2003, pp. 113–41, https://doi.org/10.1191/1362168803lr118oa.
Allwright, Dick. The Developing Language Learner: An Introduction to Exploratory Practice. Palgrave Macmillan, 2009.
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Badger, R., and G. White. ‘A Process Genre Approach to Teaching Writing’. ELT Journal, vol. 54, no. 2, Apr. 2000, pp. 153–60, https://doi.org/10.1093/elt/54.2.153.
———. ‘A Process Genre Approach to Teaching Writing’. ELT Journal, vol. 54, no. 2, Apr. 2000, pp. 153–60, https://doi.org/10.1093/elt/54.2.153.
BALEAP Can Do Framework for EAP Syllabus Design and Assessment. https://www.baleap.org/wp-content/uploads/2016/04/Can_Do_Framework__with_sample_activities_April_2013.pdf.
BALEAP Competency Framework for Teachers of English for Academic Purposes. https://www.baleap.org/wp-content/uploads/2016/04/teap-competency-framework.pdf.
BALEAP Guidelines on English Language Tests for University Entry. https://www.baleap.org/wp-content/uploads/2016/04/BALEAP_Guidelines_on_English_Language_Tests_for_University_AGM_v19_May_2012.pdf.
Banerjee, Jayanti, and Dianne Wall. ‘Assessing and Reporting Performances on Pre-Sessional EAP Courses: Developing a Final Assessment Checklist and Investigating Its Validity’. Journal of English for Academic Purposes, vol. 5, no. 1, Jan. 2006, pp. 50–69, https://doi.org/10.1016/j.jeap.2005.11.003.
Basturkmen, Helen. Developing Courses in English for Specific Purposes. Palgrave Macmillan, 2010, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518.
———. Developing Courses in English for Specific Purposes. Palgrave Macmillan, 2010, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780230290518.
———. ‘Dialogic Interaction’. The Routledge Handbook of English for Academic Purposes, edited by Ken Hyland and Philip Shaw, 2016, pp. 152–64, https://doi.org/10.4324/9781315657455.ch12.
Basturkmen, Helen. Ideas and Options in English for Specific Purposes. Lawrence Erlbaum Associates, Publishers, 2006.
Becher, Tony. Academic Tribes and Territories: Intellectual Enquiry and the Cultures of Disciplines. Society for Research into Higher Education & Open University Press, 1989, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780335230648. Electronic resource.
———. ‘The Significance of Disciplinary Differences’. Studies in Higher Education, vol. 19, no. 2, Jan. 1994, pp. 151–61, https://doi.org/10.1080/03075079412331382007.
———. ‘Towards a Definition of Disciplinary Cultures’. Studies in Higher Education, vol. 6, no. 2, Jan. 1981, pp. 109–22, https://doi.org/10.1080/03075078112331379362.
Bell, Roger T. An Introduction to Applied Linguistics: Approaches and Methods in Language Teaching. Batsford, 1981.
Benesch, Sarah. ‘Needs Analysis and Curriculum Development in EAP: An Example of a Critical Approach’. TESOL Quarterly, vol. 30, no. 4, Winter 1996, https://doi.org/10.2307/3587931.
Benson, Phil. ‘Autonomy in Language Teaching and Learning’. Language Teaching, vol. 40, no. 01, Jan. 2007, https://doi.org/10.1017/S0261444806003958.
Biber, Douglas, et al. Longman Student Grammar of Spoken and Written English. Longman, 2002.
Biber, Douglas, Susan Conrad, and Askews & Holts Library Services. Register, Genre, and Style. Cambridge University Press, 2009, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781107210073.
Biber, Douglas, Susan Conrad, Randi Reppen, et al. ‘Speaking and Writing in the University: A Multidimensional Comparison’. TESOL Quarterly, vol. 36, no. 1, Spring 2002, https://doi.org/10.2307/3588359.
Biber, Douglas. University Language: A Corpus-Based Study of Spoken and Written Registers. J. Benjamins, 2006.
Biggs, John B., et al. Teaching for Quality Learning at University: What the Student Does. Fourth edition, McGraw-Hill/Society for Research into Higher Education/Open University Press, 2011, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=798265.
Biglan, Anthony. ‘The Characteristics of Subject Matter in Different Academic Areas.’ Journal of Applied Psychology, vol. 57, no. 3, 1973, pp. 195–203, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=1974-01819-001&site=ehost-live.
Bitchener, J., and U. Knoch. ‘The Contribution of Written Corrective Feedback to Language Development: A Ten Month Investigation’. Applied Linguistics, vol. 31, no. 2, May 2010, pp. 193–214, https://doi.org/10.1093/applin/amp016.
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Bloomsbury - Academic Writing. http://www.bloomsbury.com/uk/academic-writing-9781441112361/.
Borg, Simon. ‘Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do’. Language Teaching, vol. 36, no. 2, Apr. 2003, pp. 81–109, https://doi.org/10.1017/S0261444803001903.
Bourdieu, Pierre, et al. Academic Discourse: Linguistic Misunderstanding and Professional Power. Polity, 1994.
Breen, Michael P. ‘Contemporary Paradigms in Syllabus Design. Part I’. Language Teaching, vol. 20, no. 02, Apr. 1987, https://doi.org/10.1017/S0261444800004365.
Breen, Michael P., and Andrew Littlejohn. Classroom Decision-Making: Negotiation and Process Syllabuses in Practice. Cambridge University Press, 2005.
Brown, James Dean and Ebooks Corporation Limited. Introducing Needs Analysis and English for Specific Purposes. Routledge, 2016, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718.
———. Introducing Needs Analysis and English for Specific Purposes. Routledge, 2016, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4332718.
Bruce, Ian. ‘Cognitive Genre Structures in Methods Sections of Research Articles: A Corpus Study’. Journal of English for Academic Purposes, vol. 7, no. 1, Jan. 2008, pp. 38–54, https://doi.org/10.1016/j.jeap.2007.12.001.
———. ‘Results Sections in Sociology and Organic Chemistry Articles: A Genre Analysis’. English for Specific Purposes, vol. 28, no. 2, 2009, pp. 105–24, https://doi.org/10.1016/j.esp.2008.12.005.
Bruce, Ian, 1953-. Theory and Concepts of English for Academic Purposes. Palgrave Macmillan, 2011.
Byram, Michael and Morgan, Carol. Teaching-and-Learning Language-and-Culture. Multilingual Matters, 1994.
Charles, Maggie, Diane Pecorari, and Susan Hunston, editors. Academic Writing: At the Interface of Corpus and Discourse. Continuum, 2009, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781441135803.
Charles, Maggie, Diane Pecorari, and Ebooks Corporation Limited. Introducing English for Academic Purposes. Routledge, 2016, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4185925.
Chen, Jun, and Channarong Intaraprasert. ‘Reading Strategies Employed by University Business English Majors with Different Levels of Reading Proficiency’. English Language Teaching, vol. 7, no. 4, Mar. 2014, https://doi.org/10.5539/elt.v7n4p25.
Coffin, Caroline, et al. Teaching Academic Writing: A Toolkit for Higher Education. Routledge, 2003, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=240592.
Coffin, Caroline, and James P. Donohue. ‘Academic Literacies and Systemic Functional Linguistics: How Do They Relate?’ Journal of English for Academic Purposes, vol. 11, no. 1, Mar. 2012, pp. 64–75, https://doi.org/10.1016/j.jeap.2011.11.004.
———. ‘English for Academic Purposes: Contributions from Systemic Functional Linguistics and Academic Literacies’. Journal of English for Academic Purposes, vol. 11, no. 1, Mar. 2012, pp. 1–3, https://login.uofglasgow.idm.oclc.org/login?url=https://www.sciencedirect.com./science/article/pii/S147515851100083X.
Cooper, Amy, and Dawn Bikowski. ‘Writing at the Graduate Level: What Tasks Do Professors Actually Require?’ Journal of English for Academic Purposes, vol. 6, no. 3, July 2007, pp. 206–21, https://doi.org/10.1016/j.jeap.2007.09.008.
Cottrell, Stella. Critical Thinking Skills: Developing Effective Analysis and Argument. Third edition, Palgrave, 2017, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234915.
Cottrell, Stella. Teaching Study Skills and Supporting Learning. Palgrave, 2001.
Cottrell, Stella. The Study Skills Handbook. Fifth edition, Red Globe Press, 2019, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=6234945.
Critical Thinking: Where to Begin. http://www.criticalthinking.org/pages/critical-thinking-where-to-begin/796.
Davidson, Bruce W. ‘Comments on Dwight Atkinson’s “A Critical Approach to Critical Thinking in TESOL”: A Case for Critical Thinking in the English Language Classroom’. TESOL Quarterly, vol. 32, no. 1, Spring 1998, https://doi.org/10.2307/3587906.
Davies, Martin, and Ronald Barnett. The Palgrave Handbook of Critical Thinking in Higher Education. Palgrave Macmillan, 2015, https://login.uofglasgow.idm.oclc.org/login?url=https://link.springer.com/book/10.1057/9781137378057. Electronic resource.
de Almeida Soares, Doris. ‘Understanding Class Blogs as a Tool for Language Development’. Language Teaching Research, vol. 12, no. 4, Oct. 2008, pp. 517–33, https://doi.org/10.1177/1362168808097165.
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Dick Allwright. ‘Developing Principles for Practitioner Research: The Case of Exploratory Practice’. The Modern Language Journal, vol. 89, no. 3, pp. 353–66, https://login.uofglasgow.idm.oclc.org/login?url=https://www.jstor.org/stable/3588663.
Ding, Alex, et al. The English for Academic Purposes Practitioner: Operating on the Edge of Academia. Palgrave Macmillan, 2017, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9783319597379.
Dr Armin Krishnan. What Are Academic Disciplines? Some Observations on the Disciplinarity vs. Interdisciplinarity Debate. http://www.forschungsnetzwerk.at/downloadpub/what_are_academic_disciplines2009.pdf.
Duff, Patricia A. ‘Language Socialization into Academic Discourse Communities’. Annual Review of Applied Linguistics, vol. 30, Mar. 2010, pp. 169–92, https://doi.org/10.1017/S0267190510000048.
Durrant, P. ‘Discipline and Level Specificity in University Students’ Written Vocabulary’. Applied Linguistics, vol. 35, no. 3, July 2014, pp. 328–56, https://doi.org/10.1093/applin/amt016.
Ellis, Gail and Sinclair, Barbara. Learning to Learn English: A Course in Learner Training : Learner’s Book. Cambridge University Press, 1989.
Ferris, Dana. ‘Students’ Views of Academic Aural/Oral Skills: A Comparative Needs Analysis’. TESOL Quarterly, vol. 32, no. 2, Summer 1998, https://doi.org/10.2307/3587585.
Flowerdew, John, editor. Academic Listening: Research Perspectives. Cambridge University Press, 1994, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9781139524612.
Flowerdew, John, and Tracey Costley, editors. Discipline-Specific Writing: Theory into Practice. Routledge, 2017.
Flowerdew, John, and Matthew Peacock, editors. Research Perspectives on English for Academic Purposes. Cambridge University Press, 2005, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9781139524766.
Flowerdew, John, and Matthew Peacock, editors. Research Perspectives on English for Academic Purposes. Cambridge University Press, 2005, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9781139524766.
Flowerdew, Lynne. ‘Integrating Traditional and Critical Approaches to Syllabus Design: The “What”, the “How” and the “Why?”’ Journal of English for Academic Purposes, vol. 4, no. 2, Apr. 2005, pp. 135–47, https://doi.org/10.1016/j.jeap.2004.09.001.
Gardner, Sheena, and Hilary Nesi. ‘A Classification of Genre Families in University Student Writing’. Applied Linguistics, vol. 34, no. 1, Feb. 2013, pp. 25–52, https://doi.org/10.1093/applin/ams024.
Gass, Susan M., et al. Input in Second Language Acquisition. Newbury House, 1985.
Gieve, Simon and Miller, Inés K. Understanding the Language Classroom. Palgrave Macmillan, 2006.
Gillett, A. J. ‘Designing an EAP Syllabus: English Language Support for Further and Higher Education.’ Journal of Further and Higher Education, vol. 13, no. 2, June 1989, pp. 92–104, https://doi.org/10.1080/0309877890130210.
Gillett, Andy, et al. Assessing the Effectiveness of EAP Programmes. BALEAP, 2006.
Gillett, Andy, and Claire Weetman. ‘Investigation of the Perceived Usefulness of a StudyNet Group Discussion Facility by Students in Higher Education’. Journal for the Enhancement of Learning and Teaching, vol. 2, no. 1, 2005, pp. 36–43, https://uhra.herts.ac.uk/bitstream/handle/2299/2597/902908.pdf?sequence=1.
Green, Brent A., and Maureen Snow Andrade. ‘Guiding Principles for Language Assessment Reform: A Model for Collaboration’. Journal of English for Academic Purposes, vol. 9, no. 4, Dec. 2010, pp. 322–34, https://doi.org/10.1016/j.jeap.2010.06.003.
Groom, Nicholas. ‘Pattern and Meaning across Genres and Disciplines: An Exploratory Study’. Journal of English for Academic Purposes, vol. 4, no. 3, July 2005, pp. 257–77, https://doi.org/10.1016/j.jeap.2005.03.002.
Hamp-Lyons, Liz, and William Condon. Assessing the Portfolio: Principles for Practice, Theory, and Research. Hampton Press, Inc, 2000.
Helen Basturkmen, Author Vitae. ‘Negotiating Meaning in Seminar-Type Discussion and EAP’. Negotiating Meaning in Seminar-Type Discussion and EAP, vol. 21, no. 3, 2002, pp. 233–42, https://login.uofglasgow.idm.oclc.org/login?url=https://www.sciencedirect.com/science/article/pii/S0889490601000242.
Horowitz, Daniel M. ‘What Professors Actually Require: Academic Tasks for the ESL Classroom’. TESOL Quarterly, vol. 20, no. 3, Sept. 1986, https://doi.org/10.2307/3586294.
Humphreys, G., and M. Wyatt. ‘Helping Vietnamese University Learners to Become More Autonomous’. ELT Journal, vol. 68, no. 1, Jan. 2014, pp. 52–63, https://doi.org/10.1093/elt/cct056.
Hunston, Susan. Corpora in Applied Linguistics. Cambridge University Press, 2002, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1017/CBO9781139524773.
Hyland, Ken. ‘Academic Publishing and the Myth of Linguistic Injustice’. Journal of Second Language Writing, vol. 31, Mar. 2016, pp. 58–69, https://doi.org/10.1016/j.jslw.2016.01.005.
Hyland, Ken. Disciplinary Discourses: Social Interactions in Academic Writing. Longman, 2000.
———. Disciplinary Discourses: Social Interactions in Academic Writing. Longman, 2000.
Hyland, Ken. Disciplinary Identities: Individuality and Community in Academic Discourse. Cambridge University Press, 2012.
Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New Ed, Routledge applied linguistics, Routledge, 2006, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603.
Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. Routledge, 2006.
———. English for Academic Purposes: An Advanced Resource Book. Taylor & Francis, 2006, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9780203006603.
———. Teaching and Researching Writing. Third edition, Routledge, 2016, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=4177806.
Hyland, Ken, and Marina Bondi, editors. Academic Discourse across Disciplines. Linguistic Insights : Studies in Language and Communication, Peter Lang AG, 2006, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1053948.
Hyland, Ken, and Liz Hamp-Lyons. ‘EAP: Issues and Directions’. Journal of English for Academic Purposes, vol. 1, no. 1, Jan. 2002, pp. 1–12, https://doi.org/10.1016/S1475-1585(02)00002-4.
Hyland, Ken and Hyland, Fiona. Feedback in Second Language Writing: Contexts and Issues. Cambridge University Press, 2006, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1017/CBO9781139524742. Electronic resource.
Hyland, Ken, and Fiona Hyland. ‘Feedback on Second Language Students’ Writing’. Language Teaching, vol. 39, no. 02, Apr. 2006, https://doi.org/10.1017/S0261444806003399.
Hyland, Ken, and Carmen Sancho Guinda, editors. Stance and Voice in Written Academic Genres. Palgrave Macmillan, 2012, https://www.vlebooks.com/vleweb/product/openreader?id=GlasgowUni&isbn=9781137030825.
Hyland, Ken, and Philip Shaw, editors. The Routledge Handbook of English for Academic Purposes. Routledge handbooks in applied linguistics, Routledge Handbooks Online, 2016, https://login.uofglasgow.idm.oclc.org/login?url=https://www.routledgehandbooks.com/doi/10.4324/9781315657455.
Internationalisation, Higher Education and the Growing Demand for English: An Investigation into the English Medium of Instruction (EMI) Movement in China and Japan | TeachingEnglish | British Council | BBC. https://www.teachingenglish.org.uk/article/internationalisation-higher-education-growing-demand-english-investigation-english-medium?_ga=2.227124890.646124926.1546860984-134281338.1540228783.
J Dearden. English as a Medium of Instruction – a Growing Global Phenomenon. https://www.teachingenglish.org.uk/publications/case-studies-insights-and-research/english-medium-instruction-growing-global.
Jordan, R. R. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press, 1997, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1017/CBO9780511733062.
Jordan, R. R. English for Academic Purposes: A Guide and Resource Book for Teachers. Cambridge University Press, 1997, https://login.uofglasgow.idm.oclc.org/login?url=https://dx.doi.org/10.1017/CBO9780511733062.
———. ‘English for Academic Purposes (EAP)’. Language Teaching, vol. 22, no. 03, July 1989, https://doi.org/10.1017/S026144480001483X.
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Kettle, Margaret. International Student Engagement in Higher Education: Transforming Practices, Pedagogies and Participation. Multilingual Matters, 2017.
Lai, Shu-Fen, et al. ‘Strategically Smart Or Proficiency-Driven? An Investigation Of Reading Strategy Use Of EFL College Students In Relation To Language Proficiency’. Contemporary Issues in Education Research (CIER), vol. 6, no. 1, Jan. 2013, https://doi.org/10.19030/cier.v6i1.7606.
Lave, Jean, and Etienne Wenger. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, 1991.
Lea, Mary R., and Brian V. Street. ‘Student Writing in Higher Education: An Academic Literacies Approach’. Studies in Higher Education, vol. 23, no. 2, Jan. 1998, pp. 157–72, https://doi.org/10.1080/03075079812331380364.
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Macaro, Ernesto, et al. ‘A Systematic Review of English Medium Instruction in Higher Education’. Language Teaching, vol. 51, no. 01, Jan. 2018, pp. 36–76, https://doi.org/10.1017/S0261444817000350.
Malcolm, Diane. ‘Reading Strategy Awareness of Arabic-Speaking Medical Students Studying in English’. System, vol. 37, no. 4, Dec. 2009, pp. 640–51, https://doi.org/10.1016/j.system.2009.09.008.
Manning, Anthony. Assessing EAP: Theory and Practice in Assessment Literacy. Garnet Education, 2016.
Mathew Nalliveettil, George. ‘Assessing Reading Strategies of Engineering Students: Think Aloud Approach’. English Language Teaching, vol. 7, no. 5, Apr. 2014, https://doi.org/10.5539/elt.v7n5p38.
Moore, Tim John. ‘Critical Thinking and Disciplinary Thinking: A Continuing Debate’. Higher Education Research & Development, vol. 30, no. 3, June 2011, pp. 261–74, https://doi.org/10.1080/07294360.2010.501328.
Morita, Naoko. ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’. TESOL Quarterly, vol. 34, no. 2, Summer 2000, https://doi.org/10.2307/3587953.
———. ‘Discourse Socialization through Oral Classroom Activities in a TESL Graduate Program’. TESOL Quarterly, vol. 34, no. 2, Summer 2000, https://doi.org/10.2307/3587953.
Muncie, J. ‘Using Written Teacher Feedback in EFL Composition Classes’. ELT Journal, vol. 54, no. 1, Jan. 2000, pp. 47–53, https://doi.org/10.1093/elt/54.1.47.
Musumeci, Diane. Breaking Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching. McGraw-Hill, 1997.
Nation, Paul. ‘The Four Strands’. Innovation in Language Learning and Teaching, vol. 1, no. 1, Apr. 2007, pp. 2–13, https://doi.org/10.2167/illt039.0.
Nesi, Hilary. Genres across the Disciplines: Student Writing in Higher Education. Cambridge University Press, 2012.
Nesi, Hilary, and Sheena Gardner. Genres across the Disciplines: Student Writing in Higher Education. Cambridge University Press, 2012, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/9781009030199.
Neumann, Ruth. ‘Disciplinary Differences and University Teaching’. Studies in Higher Education, vol. 26, no. 2, June 2001, pp. 135–46, https://doi.org/10.1080/03075070120052071.
———. ‘Teaching and Learning in Their Disciplinary Contexts: A Conceptual Analysis...’ Studies in Higher Education, vol. 27, no. 4, 2002, pp. 405–17, https://doi.org/10.1080/0307507022000011525.
———. ‘Teaching and Learning in Their Disciplinary Contexts: A Conceptual Analysis...’ Studies in Higher Education, vol. 27, no. 4, 2002, pp. 405–17, https://login.uofglasgow.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=pbh&AN=7362300&site=ehost-live.
Nunan, David. Syllabus Design. Oxford University Press, 1988.
Nunan, David, and Ronald Carter. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press, 2001, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9780511667206.
Nunan, David and Carter, Ronald. The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge University Press, 2001, https://login.uofglasgow.idm.oclc.org/login?url=https://doi.org/10.1017/CBO9780511667206.
Nuttall, Christine E. Teaching Reading Skills in a Foreign Language. [2nd ed.], Macmillan books for teachers, Macmillan Education, 2005, https://contentstore.cla.co.uk//secure/link?id=c34770ad-e340-e911-80cd-005056af4099.
O’Brien, Teresa. ‘Writing in a Foreign Language: Teaching and Learning’. Language Teaching, vol. 37, no. 1, Jan. 2004, pp. 1–28, https://doi.org/10.1017/S0261444804002113.
Paul, R. Critical Thinking Movement: 3 Waves. 2011, http://www.criticalthinking.org/pages/critical-thinking-movement-3-waves/856.
Peacock, Matthew and Flowerdew, John. Research Perspectives on English for Academic Purposes. Cambridge University Press, 2001.
Peacock, Matthew, and John Flowerdew. Research Perspectives on English for Academic Purposes. Cambridge University Press, 2001, https://contentstore.cla.co.uk//secure/link?id=750c9aa3-e340-e911-80cd-005056af4099.
Pecorari, Diane. Teaching to Avoid Plagiarism: How to Promote Good Source Use. Open University Press, 2013, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595.
———. Teaching to Avoid Plagiarism: How to Promote Good Source Use. Open University Press, McGraw-Hill Education, 2013, https://ebookcentral.proquest.com/lib/gla/detail.action?docID=1336595.
Pennington, M. C., and J. C. Richards. ‘Teacher Identity in Language Teaching: Integrating Personal, Contextual, and Professional Factors’. RELC Journal, vol. 47, no. 1, Apr. 2016, pp. 5–23, https://doi.org/10.1177/0033688216631219.
Principles and Practices in Second Language Aquisition. http://www.sdkrashen.com/content/books/principles_and_practice.pdf.
Robinson, Pauline C. ESP Today: A Practitioner’s Guide. Prentice Hall, 1991.
Robinson, Pauline C. and British Council. Academic Writing: Process and Product. Modern English Publications in association with the British Council, 1988.
———. Academic Writing: Process and Product. Modern English Publications in association with the British Council, 1988.
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