Akkoyunlu, B., & Soylu, M. Y. (2006). A study on students' views on blended learning environment. Turkish Online Journal of Distance Education, 7(3), 43-56.
Alharabi, A. H. (2015). A flipped learning approach using social media in health informatics education. Creative Education, 6, 1466-1475.
Al-Jarf, R. (2007). Impact of blended learning on EFL college readers. In IADIS International Conference e-Learning, Lisbon (pp. 6-8).
Anderson, R. C., & Pearson, P. D. (1984). A Schema-theoretic View of Basic Processes in Reading Comprehension.
Bersin, J. (2003). The blended learning book: Best practices, proven methodologies, and lessons learned. New York: Jossey-Bass/Pfeiffer.
Capone, R., Caterina, P., & Mazza, G. (2017). Blended learning, flipped classroom and virtual environment: challenges and opportunities for the 21st century students. Proceedings of EDULEARN17 Conference, 3rd-5th (pp. 10478-10482).
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2016). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1–2), 1-21.
David, C., & Jean, A. B. (2005). The use of a specific schema theory strategy –semantic mapping- to facilitate vocabulary development and comprehension for at-risk readers. Reading Improvement, 48(1), 24–31.
Dreyer, C., & Nel, C. (2003). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System, 31(3), 349-365.
Evseeva, A., & Solozhenko, A. (2015). Use of flipped classroom technology in language learning. Procedia: Social and Behavioral Sciences, 206, 205–209.
Gairns, R., & Redman, S. (2008) Oxford word skills. Cambridge: Oxford University Press
Galway, L. P., Corbett, K. K., Takaro, T. K., Tairyan, K., & Frank, E. (2014). A novel integration of online and flipped classroom instructional models in public health higher education. BMC Medical Education, 14, 181.
Ghazizadeh, T., Fatemipour, H. (2017). The effect of blended learning on EFL learners' reading proficiency. Journal of Language Teaching and Research, 8(3), 606-614.
Gooniband, S. Z., Jalilifar, A., & Khazaie, S. (2013). Mobile, L2 vocabulary learning, and fighting illiteracy: A case study of Iranian semi-illiterates beyond transition level. Applied Research on English Language, 24(2), 65-79
Guy, R. (2012). The use of social media for academic practice: A review of literature. Kentucky Journal of Higher Education Policy and Practice, 1(7).
Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied Linguistics. Boston: Heinle.
Hung, H. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81–96.
Kazu, I. Y., & Demirkol, M. (2014). Effect of blended learning environment model on high school students' academic achievement. The Turkish Online Journal of Educational Technology, 13(1), 78-87.
Kenneth, A. (2014). Global education: a worldwide movement an update. Policy Futures in Education, 12.
Khataee, E., & Davoudi, M. (2018). The role of cultural schemata in inferential reading comprehension: An investigation in the Iranian EFL context. Asian Journal of Teaching and Learning in Higher Education (AJTLHE), 10(2), 11-27.
Kvashnina, O.S., Mrtynko, E.N. (2016). Analyzing the potential of flipped classroom in ESL teaching. IJET, 11(3), 71-73.
Lampinen, J., Copeland, S., & Neuschatz, J. (2001). Recollections of things schematic: Room schemas revisited. Cognition, 27, 1211–1222.
Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. MSc. Thesis. Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/marloweC0812.pdf? sequence=1.
Morimoto, S., & Loewen, S. (2007). A comparison of the effects of image-schema-based instruction and translation-based instruction on the acquisition of L2 polysemous words. Language Teaching Research, 11(3), 347–372.
Namaziandost, E., Abedi, P., & Nasri, M. (2019). The role of gender in the accuracy and fluency of Iranian upper-intermediate EFL learners’ L2 oral productions. Journal of Applied Linguistics and Language Research, 6(3), 110-123.
Oxenden, C., & Latham-Koenig, C. (1995) American English File 3. Cambridge: Oxford University Press
Shih, R. C. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning, Australasian Journal of Educational Technology, 27 (5), 829-845.
Slomanson, W. R. (2014) Blended learning: A flipped classroom experiment. Journal of Legal Education 64(1), 93-102
Soltani Tehrani, N., & Tabatabaei, O. (2012). The impact of blended online learning on Iranian EFL learners' vocabulary achievement. International Electronic Journal for the Teachers of English, 2 (5), 73-88.
Songsangyos, P., Jeerungsuwan, N. (2015). Learners' acceptance of flipped learning using social media. The Twelfth International Conference on E-learning for Knowledge Based Society, 26.1-26.4.
Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171-193.
Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page Limited.
Ting Hung, H. (2017). The integration of a student response system in flipped classroom. Language learning and Technology, 21(1), 16-27.
Tosun, S. (2015). The effects of blended learning on EFL students' vocabulary enhancement. Elsevier, 199, 641-647.
Wang, K., Zhu, Ch. (2019). MOOC-based flipped learning in higher education: students' participation, experience and learning performance. International Journal of Education Technology in Higher Education, 1-18.
Yang, J., Yin, C., & Wang, W. (2018). Flipping the classroom in teaching Chinese as a foreign language. Language Learning & Technology, 22(1), 16-26.
Zarei, G. R., & Khazaie, S. (2011). Is Short Term Memory (STM) Modality and Gender Specific: A Study of Cell-Phone Assisted EFL Vocabulary Learning. Procedia-Social and Behavioral Sciences, 30, 680-684.
Zarei, G. R., Jalilifar, A., & Khazai, S. (2013). Does it make a difference? L2 vocabulary learning via mobile and conventional mode. Teaching English Language, 1, 200-210.
Zhonggen, Y. (2019). Schema theory based flipped classroom model assisted with technologies. International Journal of Information and Communication Technology Education, 15(2), 31-48.