Benson, P. (2012). Learner-Centred Teaching. In A. Burns & J. C. Richards (Authors), The Cambridge guide to pedagogy and practice in second language teaching (pp. 30–37). Cambridge University Press.
Google Scholar
Brown, D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed.). Longman.
Google Scholar
Bygate, M. (1998). Task as context for the framing, reframing and unframing of language. System, 27(1), 33–48. https://doi.org/10.1016/S0346-251X(98)00048-7
Google Scholar
Cambridge Assessment English. Cambridge English (29 March 2018). Did I say that? Speaking at B2 level [Video]. https://www.youtube.com/watch?v=SnXRJzpa_aI
Google Scholar
Center for Excellence in Learning and Teaching (CELT). Revised Bloom’s Taxonomy. CELT. Retrieved June 5, 2020 from https://www.celt.iastate.edu/teaching/effective-teaching-practices/revised-blooms-taxonomy
Google Scholar
Corder, S. P. (1975). Error analysis, interlanguage and second language acquisition. Language Teaching, 8, 201–218. https://doi.org/10.1017/S0261444800002822
Google Scholar
Desjarlais, M. & Smith, P. (n.d.). A comparative analysis of reflection and self-assessment, 3–15. https://pdfs.semanticscholar.org/7ec1/4fa3d09e8906c12afeebb6d163c05ba42c9f.pdf
Google Scholar
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83. http://www.personal.psu.edu/kej1/APLNG_493/old_site/ellis.pdf
Google Scholar
Ellis, R. (2009). Implicit and explicit learning, knowledge and instruction. In Implicit and explicit knowledge in second language learning, testing and teaching. Multilingual Matters.
Google Scholar
Ellis, R. (2004). Principles of instructed language learning. System, 33(2), 209–224.
Google Scholar
Ellis, R., & Burkhuizen, G. (2005). Analysing learner language. Oxford University Press.
Google Scholar
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all reasons. Applied Linguistics, 21(3), 354–375. https://doi.org/10.1093/applin/21.3.354
Google Scholar
Griffiths, C., & Oxford, R. L. (2013). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1–10. doi:10.1016/j.system.2013.12.009
Google Scholar
Kim, Y., & Tracy-Ventura, N. (2012). The role of task repetition in L2 performance development: What needs to be repeated during task-based interaction? System, 41(3), 829–840. https://doi.org/10.1016/j.system.2013.08.005
Google Scholar
Levelt, W. J. M (1995). The ability to speak: From intentions to spoken words. European Review, 3(1), 13–25. https://www.mpi.nl/world/materials/publications/leelt/Levelt_The_Ability_to_speak_1995.pdf
Google Scholar
Ortega, L. (2015). Understanding second language acquisition. Routledge.
Google Scholar
Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in context. Routledge, Taylor & Francis Group.
Google Scholar
Oxford, R. L. (2011). Strategies for learning a second or foreign language. Language Teaching, 44(2), 167–180. doi:10.1017/s0261444810000492
Google Scholar
Quirk, R., Greenbaum, S., Leech, G., & Svartvik, J. (1985). A comprehensive grammar of the English language. Longman: Longman Group Limited.
Google Scholar
Thornbury, S. (2019). Teaching grammar to adults. Part of the Cambridge Papers in ELT series. Cambridge University Press.
Google Scholar
https://www.cambridge.org/us/files/7815/8106/3284/CambridgePapersInELT_TeachGrammarAdults_2019_ONLINE.pdf
Google Scholar
Thornbury, S. (2005). Uncovering grammar. (2nd ed.) Macmillan Education.
Google Scholar
The United Nations. (1987). Report of the world commission on environment and development: Our common future. https://sustainabledevelopment.un.org/content/documents/5987ourcommon-future.pdf
Google Scholar
Truman, M. (2008). Self-correction Strategies in Distance Language Learning. In S. Hurd & T. Lewis (Eds.), Language learning strategies in independent settings. Multilingual Matters.
Google Scholar
Straková, Z. (2013). Introduction to teaching English as a Foreign Language. Vydavateľstvo Prešovskej univerzity v Prešove.
Google Scholar
Straková, Z., & Cimermanová, I. (2018). Critical thinking development—A necessary step in higher education transformation towards sustainability. Sustainability, 10(10), 3366. https://doi.org/10.3390/su10103366
Google Scholar
United Nations. (n.d.) Education: Sustainable development knowledge platform. United Nations. Retrieved June 10, 2020 from https://sustainabledevelopment.un.org/topics/education
Google Scholar
United Nations. 2015. Transforming our world: The 2030 Agenda for Sustainable Development. United Nations. http://www.un.org/ga/search/view_doc.asp?symbol=A/RES/70/1&Lang=E
Google Scholar
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2017). Education for sustainable development goals learning objectives. https://www.iau-hesd.net/sites/default/files/documents/247444e.pdf
Google Scholar