Afrashi, A., & Vadipoor, G. (2011). A cognitive approach to translation of conceptual metaphors in documentary films. Translation Studies Quarterly, 9(34), 39-54.
Ahrens, C. A., Meyers, C., Irlbeck, E., Burris, S., Roach, D. (2016). Exploring agricultural communications students' perceptions of communication apprehension and writing apprehension in the classroom. Journal of Agricultural Education, 57(2), 119-133.
Al Asmari, A. (2013). Investigation of writing strategies, writing apprehension, and writing achievement among Saudi EFL-major students. International Education Studies, 6(11), 130.
Al-Khasawneh, F. M. S. (2010). Writing for academic purposes: Problems faced by Arab postgraduate students of the college of business, UUM. ESP World, 9(2), 1-23.
Al-Shboul, Y., & Huwari, I. F. (2015). The causes of writing apprehension through students’ perspective. Journal of Language Teaching and Research, 6(3), 535-544.
Amabile, T. (2013). Componential theory of idea generation. In E. Kessler (Ed.), Encyclopedia of management theory (pp. 135-140). Thousand Oaks, CA: Sage.
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., & Norman, M.K. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
Anderson, J. M. (1996). Historical linguistics. In K. Malmkjaer (Ed.), The linguistics encyclopedia (pp. 189-216). London: Routledge.
Argaman, O., & Abu-Rabia, S. (2002). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum, 15(2), 143-160.
Baer, J., & McKool, S. (2009). Assessing creativity using the consensual assessment technique. In C. Schreiner (Ed.), Handbook of assessment technologies, methods, and applications in higher education (pp. 1-13). Hershey, PA: IGI Global.
Bayat, N. (2014). The effect of the process writing approach on writing success and anxiety. Educational Sciences: Theory & Practice, 14, 1123−1141.
Belbase, M.R. (2012). The process-genre approach: Some ideas for teaching writing in Nepal. Retrieved from http://neltachoutari.wordpress.com
Belinda, H. (2006). Effectiveness of using the process approach to teach writing in six Hong Kong primary classrooms. Working Papers in English and Communication, 17(1).
Berninger, V. W., Richards. Stock, P., Abbott, R., Trivedi, P., Altemeier, L., & Hayes, J. R. (2009). FMRI activation related to nature of ideas generated and differences between good and poor writers during idea generation. British Journal of Educational Psychology Monograph Series II, 6, 77-93.
Cambridge English Language Assessment. (2016). Assessing writing performance-level C1. Retrieved fromhttps://cambridgeenglish.org/images/cambridge-english-assessing-writingperformance-at-level-c1.pdf
Cheng, Y., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.
Christie, F. (2006). Literacy teaching and current debates over reading. In R. Whittaker, M. O'Donnel, & A. McCabe (Eds), Language and literacy, functional approaches (pp. 45-65). London: Continuum.
Cohen, J.W. (1988). Statistical power analysis for the behavioral sciences (2nd den). Hillsdale, NJ: Lawrence Erlbaum Associates.
Cornwell, S., & McKay, T. (1999). Measuring writing apprehension in Japan. Paper presented at the Annual Meeting of the Japan Association of Language Teachers, Maebashi, Japan.
Daly, A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9(3), 242-249.
Daly, J. A., & Miller, M. D. (2013). Writing apprehension test (WAT) [Measurement Instrument]. Database for the Social Science. Retrieved from http://midss.ie
Daud, N. M., & Kassim, N. L. A. (2005). Second language writing anxiety: Cause or Effect. Malaysian Journal of ELT, 1(1), 1-19.
Dean, D. (2010). What works in writing instruction: Research and practices. USA: National Council of Teachers of English.
Deane, P., Quinlan, T., Odendahl, N., Welsh, C., & Bivens-Tatum, J. (2008). Cognitive models of writing: Writing proficiency as a complex integrated skill. CBAL literature review writing (ETS Research Report No. RR-08-55). Princeton, NJ: ETS.
DeVellis, R.F. (2012). Scale development: Theory and applications. Thousand Oaks, California: Sage.
Denise, Y., Neilane, L., & Bridget, A. (2013). IELTS preparation and practice. Oxford: Oxford University Press.
Dorothy, E. Z., & Lisa, A. R. (2005). Academic writing from paragraph to essay. Oxford, U.K: Macmillan Education.
Downs, D. & Wardle, E. (2007). Teaching about writing, righting misconceptions: (Re)envisioning First-year composition as Introduction to writing studies." College Composition and Communication, 58 (4), 442-584.
Ebadi, S., Khazaie, S., & Bashiri, S. (2020). Technology acceptance of navid learning management system in the iranian medical English courses under the COVID-19 pandemic. Two Quarterly Journal of English Language Teaching and Learning University of Tabriz, 12(26), 401-433.
Erkan, D. Y., & Saban, A. I. (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. The Asian EFL Journal Quarterly, 13(1), 164-192.
Flower, L., & Hayes, J. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31 (1), 21-32 Published by: National Council of Teachers of English.
Flower, L. & Hayes, J. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Gabrielatos, C. (2002). EFL writing product and process. ERIC. ED476839. Retrieved from http:// www.gabrielatos.com/Writing.pdf
Galbraith, D. (2009). Writing as discovery. Teaching and Learning Writing, 2(6), 5-26.
Galbraith, D., & Baaijen, V.M. (2018) The work of writing: Raiding the inarticulate, Educational Psychologist, 53(4), 238-257.
Galbraith, D., Ford, S., Walker, G., & Ford, J. (2005). The contribution of different components of working memory to planning in writing. L1 Educational Studies in Language and Literature, 15, 113-145.
Glucksberg, S., & McGlone, M. S. (2001). Understanding figurative language: From metaphors to idioms. Oxford: Oxford University Press.
George, D., & Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference (10th ed.) Boston: Pearson.
Gillespie, A., & Graham, S. (2014). A meta-analysis of writing interventions for students with learning disabilities. Exceptional Children, 80(4), 454-473.
Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363-372.
Grubb, W.N. & Gabriner, R. (2013). Basic skills education in community colleges: Inside and outside of classrooms. New York, NY: Routledge.
Harmer, J. (2004). How to teach writing. Harlow: Longman.
Hammann, L. (2005). Self-regulation in academic writing tasks. International journal of teaching and learning in higher education, 17(1), 15-26.
Harris, K. R., Santangelo, T., & Graham, S. (2010). Meta-cognition and strategies instruction in writing. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (pp. 226–256). New York, NY: The Guilford Press.
Hashemian, M. & Fadaei, B. (2012). L2 learners' strategy preference in metaphorical test performance: Effects of working memory and cognitive style. Issues in Language Teaching (ILT),1(2), 297-321.
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum.
Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press.
Jahin, H., & Idrees, w. (2012). EFL major student teachers' writing proficiency and attitudes towards learning English, Journal of Taibah University, KSA, 9-72.
Johnson, M. (1992). Philosophical implications of cognitive semantics. Cognitive Linguistics, 34, 345-366.
Khany, R., & Malekzadeh, P. (2015). Associations among EFL teachers’ professional identity, professional vitality and creativity. Teaching English Language, 9 (2), 37-74
Kara, S. (2013). Writing Anxiety: A Case study on students’ reasons for anxiety in writing. Anadolu Journal of Educational Sciences International, 3 (1).
Kovecses, Z. (2010). Metaphor (2nd). Oxford: Oxford University Press.
Kovecses, Z. (2005) Metaphor in culture: Universality and variation. New York and Cambridge: Cambridge University Press.
Kuzu, A. (2007). Views of pre-service teachers on blog use for instruction and social interaction. Turkish Online Journal of Distance Education-TOJDE, 8(3).
Lakoff, G. (2006). The contemporary theory of metaphor. In D. Geeraerts (Ed.). Cognitive linguistics: Basic readings (pp. 185-238). Berlin: Mouton de Gruyter.
Lakoff, G., & Johnson, M. (1980). Metaphor we live by. Chicago: The University of Chicago Press.
Lakoff, G., & Johnson, M. (2003). Metaphors we live by. London: The University of Chicago Press.
Lakoff, G., Turner, M. (1989). More than cool reason. A field guide to poetic metaphor. Chicago: University of Chicago Press.
Lazar, G. (2003). Meaning and metaphors: Activities to practice figurative language. Cambridge: Cambridge University Press.
Leki, I. & Silva, T. (2004). Family matters: The influence of applied linguistics and composition studies on second language writing studies – past, present and future. Modern Language Journal, 88, 1-10.
Lee, S. (2005). Facilitating and inhibiting factors in English as a foreign language writing performance: A model testing with structural equation modeling. Language Learning, 55(2), 335-374.
Macmillan Placement Test (2012). Upper intermediate and advanced placement test. Retrieved from www.macmillianstraigtforward.com/resources/tests/
Masse, M., & Popvich, M., (2003). Individual assessment of media writing student attitudes: recasting the riff and stacks writing apprehension measure. Journalism and Mass Communication Quarterly, 82(2), 339-355.
Mayer, R. E. (1999). Fifty years of idea generation research. In R. J. Sternberg (Ed.), Handbook of idea generation (pp. 449-458). Cambridge: Cambridge University Press.
Mohseni, A., & Samadian, S. (2019). Analysis of cohesion and coherence in writing performance of Iranian intermediate EFL learners. Issues in Language Teaching (ILT), 8(2), 213-242.
Oral, G. (2012). Again, we are writing. Ankara: Pegem Academy Publication.
Onwuegbuzie, A. J., & Collins, K. (2001). Writing apprehension and academic procrastination among graduate students. Perceptual and motor skills, 92(2), 560.
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139-158.
Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 24, 366-381.
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS program (6th ed.) London, UK McGraw-Hill Education.
Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101, 275-285.
Pritchard, R. J., & Honeycutt, R. L. (2007). Best practices in implementing a process approach to teaching writing. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.). Best practices in writing instruction (pp. 28−49). New York: The Guilford Press.
Rao, Z. (2007). Training in brainstorming and developing writing skills. ELT Journal, 6(1), 100- 106.
Rusinovci, X. (2015). Teaching writing through process-genre based approach. US-China Education Review A, 5(10), 699-705.
Schaffner, CH. (2004). Metaphor and translation. Some implications of a cognitive approach. Journal of Pragmatic, 36, 1253-1269.
Schilperoord, J. (2002). On the cognitive status of pauses in discourse production. In T. Olive &C. M. Levy (Eds.), Contemporary tools and techniques for studying writing (pp. 61-90). Boston: Kluwer Academic.
Shabani, M. B., & Goljani, S. (2015). Enhancing discourse markers awareness among Iranian EFL learners: A product-process based view. Teaching English Language,9 (2), 97-122.
Silva, T. (1997). Second language composition instruction: Developments, issues, and directions in ESL. In B. Kroll (Ed.). Second language writing (pp. 11−23). Cambridge: Cambridge University Press.
Snodgrass, A., & Coyne, R. (1991). Models, metaphors and the hermeneutics of designing. Unpublished manuscript, University of Sydney, Faculty of Architecture.
Stapa, S. H., & Abdul-Majid, A. H. (2009). The use of first language in developing ideas in second language writing. The European Journal of Social Sciences, 7(4), 41- 47.
Tabachnick, B.G. & Fidell, L.S. (2013). Using multivariate statistics (6th ed.). Boston: Pearson Education.
Tiryaki, E. N. (2012). Determining writing anxieties of university students from different variables. Journal of Language and Literature Education, 1(1), 14−21.
Ungan, S. (2007). Development of and importance of writing skills. Erciyes University Journal of the Institute of Social Sciences, 23, 461-472. Retrieved from http://sbedergi.erciyes.edu.tr/sayi_23/sayi_23.htm.
Urbaniak, G. C., & Plous, S. (2013). Research randomizer (Version 4.0) [Computer software]. Retrieved from http://www.randomizer.org/
Van den Bergh, H., & Rijlaarsdam, G. (2007). The dynamics of idea generating during writing: An online study. In G. Rijlaarsdam (Series Ed.) & D. Galbraith, M. Torrance, & L. van Waes (Vol Eds.), Studies in writing: Vol. 20. Writing and cognition: Research and applications (pp. 125 – 150). Oxford,England: Elsevier.
Wright, J. (2002). Idioms Organizer: Organized by metaphor, topic and key word. Boston: Thomson Heinle.
Zorbaz, K. Z. (2011). Writing apprehension and measurement of it. e-Journal of New World Sciences Academy, 6(3), 2271−2280.