Abbott, A. (1988). The system of professions. An essay on the division of expert labor. University of Chicago Press.
Google Scholar

Allan, D. (2004). Oxford placement test. Oxford University Press.
Google Scholar

Atai, M. R. (2002). Iranian EAP programs in practice: A study of ley methodological aspects. Sheikhbahaee Research Bulletin, 1(2), 1–15.
Google Scholar

Atai, M. R., Babaii, E., & Taherkhani, R. (2017). Exploring Iranian EAP teachers’ pedagogic content knowledge and teaching practices, and students’ beliefs about EAP teachers’ methodology. Issues in Language Teaching, 6(1), 1–27.
Google Scholar

Barwell, R. (2013). The academic and the everyday in mathematicians’ talk: The case of hyperbagel. Language and Education, 27(3), 207–222.
Google Scholar

Bos, S. C., & Vaugh, S. (2009). Strategies for teaching students with learning and behavior problems. Pearson Education.
Google Scholar

Brinton, D. M., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction. University of Michigan Press.
Google Scholar

Carrio Pastor, L. M. (2009). Content and language integrated learning: Cultural diversity. Peter Lang.
Google Scholar

Carrio Pastor, L. M., & Perry, D. (2010). The collaborative approach in content and language integrated learning. Revista Alicantina de Estudios Ingleses, 23(2), 69–81.
Google Scholar

Chuang, H. K., Joshi, R. M., & Dixon, L. Q. (2012). Cross-language transfer of reading ability: Evidence from Taiwanese ninth-grade adolescents. Journal of Literacy Research, 44(1), 97–119.
Google Scholar

Coyle, D. (2005). Planning tools for teachers. University of Nottingham.
Google Scholar

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Google Scholar

Cowan, J. R. (1974). English for medical students. Tehran University Press.
Google Scholar

Dalton-Puffer, C. (2011). Content and language integrated learning: From practice to principle. Annual Review of Applied Linguistics, 31, 182–204.
Google Scholar

Diane, B. (2009). English for specific purposes in theory and practice. University of Michigan Press.
Google Scholar

Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge University Press.
Google Scholar

Flowerdew, J. (1993). An educational or process approach, approach to teaching of professional genres. ELT Journal, 27, 11–15.
Google Scholar

Flowerdew, J., & Peacock, M. (2001). Research perspectives on English for Academic Purposes. Cambridge University Press.
Google Scholar

Gilett, A. (2016). EAP management. In K. Hyland & P. Shaw (Eds.), The Routledge handbook of English for Academic Purposes (pp. 530–546). Routledge.
Google Scholar

Grabe, W. (2009). Reading a second language: Moving from theory to practice. Cambridge University Press.
Google Scholar

Granpayeh, A. (2006). A quick review of English quick placement test. Retrieved from University of Cambridge ESOL Examination: http://www.uniss.it/documenti/lingue
Google Scholar

Hamp-Lyons, L. (2001). English for Academic Purposes. In R. Carter & D. Nunan (Eds.), The Cambridge TESOL Guide (pp. 126–130). Cambridge University Press.
Google Scholar

Huang, S. C. (2006). Reading English for academic purposes: What situational factors may motivate learners to read? System, 34, 371–383.
Google Scholar

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learner-centered approach. Cambridge University Press.
Google Scholar

Hyland, K. & Shaw, P. (2016). The handbook of English for academic purposes. Routledge.
Google Scholar

Iancu, M. (1993). Adapting the adjunct model. A case study. TESOL Journal, 2(4), 20–24.
Google Scholar

Jabbari, A. A. (2014). Collocational differences in Persian and English their effect on learners’ production. International Journal of Educational Investigations, 1, 172–190.
Google Scholar

Kampen, E. V., Admiraal, W., & Berry, A. (2018). Content and language integrated learning in the Netherlands: Teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism, 21(2), 222–236.
Google Scholar

Karimi, S. & Dastgoshadeh, A. (2018). The effect of strategy-based instruction on EAP students’ reading performance and reading autonomy. Cogent Education, 5(1), 1–19.
Google Scholar

Khales Haghighi, J., & Abdollahi, K. (2014). The efficacy of team teaching and station teaching in the enhancement of students’ reading comprehension in an EAP situation. The Procedia–Social and Behavioral Sciences, 98, 822–890.
Google Scholar

Klinger, J. K., Voughn, S., & Boardman, A. (2007). What works for special needs learners. Teaching reading comprehension to students with learning difficulties. Guilford Press.
Google Scholar

Kumaravadivelu, B. (2012). Individual identity, cultural globalization, and teaching English as an international language: The case for epistemic break. In L. Alsagoff, S. L. Mckay, G. Hu, & W. A. Renandya (Eds.), Principles and practices for teaching English as an international language (pp. 9–27). Routledge.
Google Scholar

Lei, S. A., Rhinehart, P. J., Howard, H. A., & Cho, J. K. (2010). Strategies for improving reading comprehension among college students. Reading Improvement, 47(1), 30–42.
Google Scholar

Marsh, D. (2008). CLIL in primary East Asia contexts: Primary innovations in East Asia: Indonesia, Malaysia, Thailand, Philippines. British Council, Bangkok.
Google Scholar

Martiarini, E. (2018). Reading for academic purposes: Problems faced by undergraduate students of visual communication design. English Language Education and Literature, 3(1), 16–26.
Google Scholar

Mehrabi, M., & Boshrabadi, A. (2016). Does engaging with other disciplines work in EAP? Scaffolding L2 reading comprehension of Iranian law students through team teaching. Journal of Applied Linguistics and Language Research, 3(2), 157–165.
Google Scholar

Mohan, A. B. (1986). Language and content. Addison Wesley.
Google Scholar

Morton, T. (2019). Teacher education in content-based language education. In S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 169–183). Routledge.
Google Scholar

Perin, D. (2013). Literacy skills among academically undergraduate students. Community College Review, 41(2), 118–136.
Google Scholar

Phakiti, A. (2006). Theoretical and pedagogical issues in ESL/EFL teaching of strategic reading. University of Sydney Papers in TESOL, 1, 19–50.
Google Scholar

Pritchard, M. O., & Nasr, A. Improving reading performance among Egyptian engineering students: Principles and practices. English for Specific Purposes, 23(4), 425–445.
Google Scholar

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching (2nd ed.). Cambridge University Press.
Google Scholar

Robinson, P. C. (1991). ESP today: A practitioner’s guide. Prentice Hall.
Google Scholar

Sharndama, C. E., Samaila, Y., & Tsojon, I. Y. (2014). English for academic purpose: A tool for enhancing students’ proficiency in English language skills. International Journal of English Language Teaching, 1(2), 14–20.
Google Scholar

Snow, M. A., & Brinton, D. M. (1988). Content-based language instruction: Investigating the effectiveness of the adjunct model. TESOL Quarterly, 22(4), 553–574.
Google Scholar

Tahriri, A., & Yamini, M. (2010). On teaching to diversity: Investigating the effectiveness of MI-inspired in an EFL context. Journal of Teaching Language Skills of Shiraz University, 2(1), 166–183.
Google Scholar

Tahririan, M., & Sadri, E. (2013). Analysis of images in Iranian EFL course books. Iranian Journal of Applied Linguistics, 16(2), 137–160.
Google Scholar

Tan, M. (2011). Mathematics and sciences teachers’ beliefs and practices regarding the teaching of language in content learning. Language Teaching Research, 15(3), 325–342.
Google Scholar

Tavakoli, M., & Tavakol, M. (2018). Problematizing EAP education in Iran: A critical ethnographic study of educational, political, and sociocultural roots. Journal of English for Academic Purposes, 31, 28–43.
Google Scholar

Tomlinson, B. (2011). Material development in language teaching. Cambridge University Press.
Google Scholar

Vosoughi, M., Ghahremani Ghajar, Susan., & Navarchi, A. (2019). Iranian vs. Non-Iranian scholars’ beliefs over collaborative EAP practices: Legitimizing English language instruction EAP courses. Iranian Journal of English for Academic Purposes, 8(4), 11–33.
Google Scholar

Wette, R. (2018). Evaluating students learning in a university-level EAP unit on writing using sources. Journal of Second Language Writing, 19(3), 158–177.
Google Scholar

Wilkinson, R. (2018). Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education and Bilingualism, 21(5), 607–615.
Google Scholar

Wolff, D. (2009). Content and language integrated learning. In K.-F. Knapp & B. Seidelhofer, in cooperation with Henry Widdowson (Eds.), Handbook of foreign language communication and learning (pp. 545–572). Mouton de Gruyter.
Google Scholar

Zarifi, A. & Asadpour, E. (2017). Exploring reading comprehension needs of Yasouj EAP students of Persian literature. The Journal of Applied Linguistics and Applied Literature, 5(1), 89–98.
Google Scholar