Arkoç, E. Ş. (2008). The impact of learner autonomy on the success of listening Comprehension. Doctoral dissertation, Turaky University.
Azari Noughabi, Mostafa & Amirian, Seyed Mohammad Reza (2020) Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation. English Teaching & Learning, 1-18. 45. 10.1007/s42321-020-00060-4.
Bandura, A. (1995). Self-efficacy in changing societies. the United Kingdom: Cambridge )University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
Bernhardt, E. (1997). Victim narratives or victimizing narratives? Discussions of the reinvention of language departments and language programs. ADFL Bulletin 29 (i), 13-19.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy, 2nd Ed. New York: Addison Wesley Longman, Inc.
Challob, A.I. (2021). The effect of flipped learning on EFL students’ writing performance, autonomy, and
motivation. Educ Inf Technol. https://doi.org/10.1007/s10639-021-10434-1Chan, Y. W. (2003). Junior high school English teachers’ ideas of current English textbooks in Tainan County.
National Kaohsiung: Normal University.
Capa-Aydin, Y., Sungur, S., & Uzuntiryaki, E. (2009). Teacher self-regulation: Examining a multidimensional construct. Educational Psychology, 29(3), 345–356. https://doi.org/10.1080/01443410902927825.
Dafei, D. (2007). An Exploration of the Relationship between Learner Autonomy and English Proficiency. Retrieved from www.asian efljournal.com/pta_Nov_07_dd.pdf.
Dehghannezhad, Saeideh (2019). The Relationship between Iranian EFL Teacherrs’ Self-efficacy, their Personality and Students’ Motivation. Unpublished MA thesis. University of Guilan.
Dweck, C. S. (2000). Self-Theories: Their role in motivation, personality, and development. London: Psychology Press.
Dornyei, Z. (2001). Motivation and Second Language Acquisition. Second Language Teaching & Curriculum
Centre, University of Hawaii at Manoa.
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press
Fletcher, A., Guthrie, J., Steane, P., Roos, G. and Pike, S. (2003). Mapping stakeholder perceptions for a third sector organization. Journal of Intellectual Capital, 4 (4), 505-527.
Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1985). Second Language Attrition: The Role of Motivation and Use. London, Ontario: University of Western Ontario, Department of Psychology.Gardner, R.
Gist, M. E. (1987). Self-efficacy: Implications for organizational behavior and human resource
management. Academy of management review, 12(3), 472-485.
Haghi, M. (2009). The relationship between perceived self-efficacy and Iranian EFL learners’ autonomy. Unpublished master’s thesis, Islamic Azad University, Science and Research Branch, Tehran, Iran.
Helm, D. J. (2009). Improving English instruction through Neuro-Linguistic Programming. Education, 130 (1), 110-113
Huang, J. (2005). Teacher autonomy in language learning: A review of the research. Research Studies in
Education, 3, 203–218.
Lashkarian, A., & Sayadian, S. (2015). The effect of Neuro Linguistic Programming (NLP) techniques on young Iranian EFL Learners’ motivation, learning improvement, and on teacher's success. Procedia-Social and Behavioral Sciences, 199, 510-516.
Lei, W & Yu-mei, L (2012). An Empirical Study of Listening Comprehension Strategies in Autonomous Learnign Environment. Sino-US English Teaching, 9, (11), 1695-1701.
Loewen, S. and Reinders, H. (2011). Key Concepts in Second Language Acquisition. Basingstoke: Palgrave Macmillan.
Little, D. (1991). Learner autonomy. definitions, issues and problems. Dublin: Authentic.
McWhirter, E. H. (1992). A test of a model of the career commitment and aspirations of Mexican American high school girls. Unpublished doctoral dissertation, Arizona State University, Tempe, AZ.
Pajares, F (2006). Self-efficacy During Childhood and Adolescence. Implications for Teachers and Parents. In F.
Pajares and T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 339-367). Greenwich, CT: Information Age. acquisition. Cambridge: Cambridge University Press.
Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school
achievement. In R. Riding, & S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
Pallant, J., (2010). SPSS survival manual: A step by step guide to data analysis using the SPSS program. 4th Edition. McGraw Hill, New York.
Pintrich, P. R., & Schunk, D. H. (1996). The role of goals and goal orientation. Motivation in Education: Theory, Research, and Applications. New Jersey: Prentice-
Pishghadam, R., Shapoori, M., & Shayesteh, S. (2011). NLP and its relationship with teacher success, gender, teaching experience and degree: A comparative study. World Journal of English Language, 1(2), 2-8.
Revell, J, and S. Norman. (1999). Handing over: NLP-based activivties for language learning. London: Saffire Press.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge
University Press.
Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647-658.
Shahmoradi, Nasim, Nosratinia, Mania, Shangarffam, Nacim (2018) The Relationship among EFL Teachers’ Critical Thinking, Neuro-Linguistic Programming, and Their Sense of Efficacy. Journal of Applied Linguistic and Language Research, 5 (2), 41-56.
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152–160. https://doi.org/10.1016/j.tate.2017.06.006.
Tabachnick and Fidell, (2007) BG Tabachnick, LS Fidell Using Multivariate Statistics. (4th ed.).
Tabrizi, H. M., & Saeidi, M. (2015). The relationship among Iranian EFL learners’ self-efficacy, autonomy and listening comprehension ability. English Language Teaching, 8(12), 158–169.
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: a developmental perspective. Educ. Psychol. Rev. 6, 49–78. doi: 10.1007/BF02209024.
Zastrow, C., Dotson, V., & Koch, M. (1987). The neuro-linguistic programming treatment approach. Journal of Independent Social Work, 1(1), 29-38.
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research.
Review of Educational Research, 86(4), 981–1015.
https://doi.org/10.3102/0034654315626801.
Zimmerman, B. J., and Cleary, T. J. (2006). Adolescents’ Development of Personal Agency. The Role of Self- efficacy Beliefs and Self-Regulatory Skill. In F. Pajares and T. Urdan (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 45-69). Greenwich, CT: Information Age.