Bailey, K. M., & Ochsner, R. (1983). A methodological review of the diary studies: Windmill tilting or social science? In K. M. Bailey, M. H. Long, & S. Peck (Eds.), Second language acquisition studies (pp. 188–198). Newbury House.
Google Scholar
Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 353–394). Longman.
Google Scholar
Bartlett, R., & Milligan, C. (2015). What is Diary Method? Bloomsbury Academic. www.bloomsburycollections.com.
Google Scholar
Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension (pp. 453–482). Lawrence Erlbaum.
Google Scholar
Brown, A. L. (1988). Metacognition: The development of selective attention strategies for learning from texts. In H. Singer & R. B. Ruddell (Eds.), Theoretical models and processes of reading (pp. 501–526). International Reading Association.
Google Scholar
Brown, A. L., Armbruster, B. B., & Baker, L. (1986). The role of metacognition in reading and studying. In J. Orasanu (Ed.), Reading comprehension: From theory to practice (pp. 49–73). Lawrence Erlbaum.
Google Scholar
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategy instruction with low-achieving second-grade students. Journal of Educational Psychology, 88, 18–37.
Google Scholar
Carrell, P. L., Pharis, B. G., & Liberto, J. C. (1989). Metacognitive strategy training for ESL reading. TESOL Quarterly, 23(4), 647–678.
Google Scholar
Chamot, A. U., & O’Malley, J. M. (1986). A cognitive academic language learning approach: An ESL content-based curriculum. National Clearinghouse for Bilingual Education.
Google Scholar
Chamot, A. U., & O’Malley, J. M. (1994). Language learner and learning strategies. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 371–392). Academic Press.
Google Scholar
Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80, 131–142. https://doi.org/10.1037/0022-0663.80.2.131
Google Scholar
Cubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 1–11.
Google Scholar
Dabarera, C., Renandya, W. A., & Zhang, L. J. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462–473. https://doi.org/10.1016/j.system.2013.12.020
Google Scholar
Desoete, A., & Roeyers, H. (2003). Can off-line metacognition enhance mathematical problem solving? Journal of Educational Psychology, 95, 188–200.
Google Scholar
Dewey, J. (1933). How we think (2nd ed.). Heath. (Original work published 1910).
Google Scholar
Devine, J. (1988). A case study of two readers: Models of reading and reading performance. In P. L. Carrell, J. Devine, & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 127–139). Cambridge University Press.
Google Scholar
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Google Scholar
Flavell, J. H. (1978). Metacognitive development. In J. M. Scandura & C. J. Brainerd (Eds.), Structural / process theories of complex human behavior (pp. 213–245). Sijthoff and Noordoff.
Google Scholar
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
Google Scholar
Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children’s oral communication skills (pp. 35–60). Academic Press.
Google Scholar
Flavell, J. H. (1985). Cognitive development (2nd. ed.). Prentice-Hall.
Google Scholar
Fung, I. Y. Y., Wilkinson, I. A. G., & Moore, D. W. (2003). L1-assisted reciprocal teaching to improve ESL students’ comprehension of English expository text. Learning and Instruction, 13(1), 1–31. https://doi.org/10.1016/S0959-4752(01)00033-0
Google Scholar
Gabryś-Barker, D. (2016). Caring and sharing in the foreign language classroom: On a positive classroom climate. In D. Gabryś-Barker & D. Gałajda (Eds.), Positive psychology perspectives on foreign language learning and teaching (pp. 155–174). Springer. https://doi.org.10.1007/978-3-319-32954-3
Google Scholar
Garner, R. (1988). Metacognition and reading comprehension. Ablex.
Google Scholar
Geladari, A., & Konstantinos, M. (2010). A record of poor Bilingual Readers’ approaches to narrative texts and strategy use in L2. International Journal of Learning, 17, 151–164. https://doi.org/10.18848/1447-9494/CGP/v17i07/47153
Google Scholar
Grabe, W., & Stoller, F. L. (2002). Teaching and researching reading. Longman.
Google Scholar
Guthrie, J. T., & Klauda, S. L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49, 387–416. https://doi.org/10.1002/rrq.81
Google Scholar
Guthrie, J. T., & Klauda, S. L. (2016). Engagement and motivational processes in reading. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Reader, text, and context (pp. 41–53). Routledge.
Google Scholar
Guthrie, J. T., & Wigfield, A. (2017). Literacy engagement and motivation: Rationale, research, teaching, and assessment. In D. Lapp & D. Fisher (Eds.), Handbook of research on teaching the English language arts (pp. 57–84). Routledge. https://doi.org/10.4324/9781315650555-3
Google Scholar
Hennessey, M. G. (1999, March 28–31). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning [Conference session]. The Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.
Google Scholar
Hosenfeld, C. (1977). A preliminary investigation of the reading strategies of successful and nonsuccessful second language learners. System, 5(2), 110–123.
Google Scholar
Howell-Richardson, C., & Parkinson, B. (1988). Learner diaries: Possibilities and pitfalls. In P. Grunwell (Ed.), Applied linguistics in society (pp. 74–79). CILT/BAAL.
Google Scholar
Huey, E. B. (1968). The psychology and pedagogy of reading. MIT Press. (Original work published 1908).
Google Scholar
Kidd, R., & Marquardson, B. (1994). Secondary sourcebook for integrating ESL and content instruction using the Foresee Approach. Curriculum Support Document. Manitoba Education and Training Winnipeg, Manitoba.
Google Scholar
Koukourikou, M., Manoli, P., & Griva, E. (2018). Explicit collaborative reading strategy instruction: A pilot intervention in the EFL context. Research Papers in Language Teaching and Learning, 9(1), 195–210.
Google Scholar
Kusiak, M. (2001). The effect of metacognitive strategy training on reading comprehension and metacognitive knowledge. In S. Foster-Cohen & A. Niżegorodcew (Eds.), EUROSLA Yearbook, Vol. 1 (pp. 255–274). John Benjamins Publishing Company.
Google Scholar
Markman, E. M. (1981). Comprehension monitoring. In W. P. Dickson (Ed.), Children’s oral communication skills. Academic Press.
Google Scholar
McDonough, J., & McDonough, S. (1997). Research methods for English language teachers. Arnold.
Google Scholar
McKay, S. L. (2009). Introspective techniques. In J. Heigham & R. A. Croker (Eds.), Qualitataive research in applied linguistics. A practical introduction (pp. 220–241). Palgrave Macmillan.
Google Scholar
Nejad, B. S., & Mahmoodi-Shahrebabaki, M. (2015). Effects of metacognitive strategy instruction on the reading comprehension of English language learners through Cognitive Academic Language Learning Approach (CALLA). International Journal of Languages’ Education and Teaching, 3(2), 133–164.
Google Scholar
Oxford, R. L., & Leaver, B. L. (1996). A synthesis of strategy instruction for language learners. In R. L. Oxford (Ed.), Language learning strategies around the world: Cross-cultural perspectives (pp. 227–246). Second Language Teaching and Curriculum Center, University of Hawaii at Manoa.
Google Scholar
Palincsar, A. S., & Brown, A. L. (1986). Interactive teaching to promote independent learning from text. Reading Teacher, 39(8), 771–777.
Google Scholar
Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293–316.
Google Scholar
Paris, S. G., & Lindauer, B.K. (1982). The development of cognitive skills during childhood. In B. Wolman (Ed.), Handbook of developmental psychology (pp. 333–349). Prentice-Hall.
Google Scholar
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Lawrence Erlbaum.
Google Scholar
Pavlenko, A. (2007). Autobiographic narratives as data in applied linguistics. Applied Linguistics, 28, 289–322.
Google Scholar
Pressley, M. (2001). Comprehension instruction: What makes sense now, what might make sense soon. Reading Online, 5(2). http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/pressley/index.html
Google Scholar
Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., & Brown, J. R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. The Elementary School Journal, 92(5), 511–553.
Google Scholar
Rastegar, M., Mehrabi Kermani, E., & Khabir, M. (2017). The relationship between metacognitive reading strategies use and reading comprehension achievement of EFL learners. Open Journal of Modern Linguistics, 7, 65–74. https://doi.org/10.4236/ojml.2017.72006
Google Scholar
Salataci, R., & Akyel, A. (2002). Possible effects of strategy instruction on L1 and L2 reading. Reading in a Foreign Language, 14(1), 1–17. http://nflrc.hawaii.edu/rfl/April2002/salatci/salatci.html
Google Scholar
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Papers and Publications. Paper 40. http://digitalcommons.unl.edu/edpsychpapers/40
Google Scholar
Stauffer, R. G. (1969). Directing reading maturity as a cognitive process. Harper and Row.
Google Scholar
Taboada Barber, A., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications policy insights. Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385
Google Scholar
Thorndike, E. L. (1917). Reading as reasoning: A study of mistakes in paragraph reading. Journal of Educational Psychology, 8, 323–332.
Google Scholar
Yang, X., & Zhang, W. (2002). The correlation between metacognition and EFL reading comprehension of Chinese college students. Foreign Language Teaching and Research, 34, 213–218.
Google Scholar
Wigfield, A., Mason-Singh, A., Ho, A. N., & Guthrie, J. T. (2014). Intervening to improve children’s reading motivation and comprehension: Concept-oriented reading instruction. In S. A. Karabenick & T. C. Urdan (Eds.), Motivational interventions (Advances in motivation and achievement, Volume 18) (pp. 37–70). Emerald Group.
Google Scholar
Wilczyńska, W., & Michońska-Stadnik, A. (2010). Metodologia badań w glottodydaktyce. Wprowadzenie. Avalon.
Google Scholar
Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multimethod designs? In C. Artelt & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 75–97). Waxmann.
Google Scholar
Zhang, L. J. (2002). Exploring EFL reading as a metacognitive experience: Reader awareness and reading performance. Asian Journal of English Language Teaching, 12, 65–90.
Google Scholar
Zhang, L., & Seepho, S. (2013). Metacognitive strategy use and academic reading achievement: Insights from a Chinese context. Electronic Journal of Foreign Languages Teaching, 10, 54–69.
Google Scholar