1Anderson, N. J. (2014). Developing engaged second language readers. In M. Celce-Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching F_mglish as a second or foreign langua (4th ed., pp. 170'-188). Boston: Cengage Learning.
2Barnard, R. &McLellan, J. (Eds.) (2014). Codeswitching in university English-medium classes: Asian perspectives. Bristol: Multilingual Matters.
3Braine, G. (2010). Nonnative speaker Emglish teachers: Research, pedagogy, and professional growth. New York: Routledge.
4Chamot, A. U. &O'Malley, J. M. (1994). Language learner and learning strategies. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 371-392). New York: Academic.
5Cohen, A. D. & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
6Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. London: Continuum.
7Gao, X. (2007). Has language learning strategy research come to an end A response to Tseng, Dornyei and Schmitt. Applied Linguistics, 28, 615-620.
8Grabe, W. &Stoller, F. L. (2011). Teaching and researching reading (2nd ed. ). New York: Pearson Longman.
9sMacaro, E. (2009). Teacher use of code switching in the L2 classroom: Exploring ' optimal' use. In M. Turnbull & J. Dailey-O'Cain (Eds.), First language use in second and fore/gn/anguage/earning (pp. 35-49). Bristol: Multilingual Matters.
10Rose, H. (2012). Reconceptualizing strategic learning in the face of self-regulation: Throwing language learning strategies out with the bathwater. Applied Linguistics, 33, 92-98.
