Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2010). Introduction to research in education 10th edition. Nelson Education, Ltd.
Barrot, J. S. (2021). Effects of facebook-based e-Portfolio on ESL learners' writing performance. Language, Culture and Curriculum. 34, 95–111. https://doi.org/10.1080/07908318.2020. 1745822.
Berg, E. C. (1999). The effect of trained peer response on ESL students’ revision types and writing quality. Journal of Second Language Writing, 8, 215.
Bernard, H.R. (2011). Research methods in anthropology: Qualitative and quantitative approaches. AltaMira press.
Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning. International Journal of Language Studies, 4, 179206.
Bitchener, J., Young, S., & Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14(3), 191–205.
Braun, V., &. Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77 - 101.
Buabeng-Andoh, C. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 8, 136-155.
Caulk, N. (1994). Comparing teacher and student responses to written work. TESOL Quarterly, 28(1), 81-188.
Chamot, A. U. & El-Dinary, P. B. (1999). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83 (3), 319-338.
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267–296.
Chaudron, C. (1984). The effects of feedback on students’ composition revision. RELC Journal, 15(2), 1-15.
Connor, U. M. & Asenavage, K. (1994). Peer response groups in ESL writing classes: How much impact on revision? Journal of Second Language Writing, 3, 257-276.
Crook, A., Mauchline, A., Maw, S., Lawson, C., Drinkwater, R., Lundqvist, K., & Park, J. (2012). The use of video technology for providing feedback to students: Can it enhance the feedback experience for staff and students? Computers and Education, 58(1), 386–396.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates Publishers.
Dornyei, Z. (2007). Research methods in applied linguistics. Oxford University Press.
Ediger, A. (2001). Teaching children literacy skills in second language. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 153-169). Heinle, Cengage Learning.
Enever, J. (2009). Can today’s early language learners in England become tomorrow’s plurilingual European citizens? In M. Nikolov (Ed.), Early learning of modern foreign languages: Processes and outcomes (pp. 15-29). Multilingual Matters.
Enever, J., & Moon, J. (2009). New global contexts for teaching primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5-21). Reading: Garnet Education.
Enever, J. (Ed.) (2011). Early language learning in Europe. British Council.
Erler, L. & Finkbeiner, C. (2007). A review of reading strategies: Focus on the impact of first language. In Cohen, A. D., & Macaro, E. (Eds.) Language Learner Strategies (pp. 187-206). Oxford University Press.
Ferris, D. (1997). The influence of teacher commentary on student revision. TESOL Quarterly, 31, 315–339.
Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11.
Field, A. (2013). Discovering statistics using IBM SPSS statistics: And sex and drugs and rock “N” roll. SAGE.
Flower, L. (1994). The construction of negotiated meaning: A social cognitive theory of writing. Carbondale, IL: Southern Illinois University Press.
Goldstein, L. M., & Conrad, S. M. (1990). Student input and negotiation of meaning in ESL writings. TESOL Quarterly, 24, 443–460.
Grabe, W. (2002). Dilemmas for the development of second language reading abilities. In J. C. Richards & W. A. Renandya (Eds.), Methodology in language teaching (pp. 276- 286). Cambridge University Press.
Griva, E. (2014). Reading skills and strategies: Assessing primary school students’ awareness in L1 and EFL strategy use. International Journal of Applied Linguistics and English Literature, 3(5) 239-250.
Hyland, F. (2003). Focusing on form: Student engagement with teacher feedback. System, 31, 217–230.
Hyland, K., & Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39, 83–101.
Ibarra-Sáiz, M. S., Rodríguez-Gómez, G., Boud, D., Rotsaert, T., Brown, S., & Salinas-Salazar, M. L. (2020). The future of assessment in higher education. Electronic Journal of Educational Research, Assessment and Evaluation. https://doi.org/10.7203/relieve.26.1.17323.
Jacobs, G. M., Curtis, A., Braine, G., & Huang, S-Y. (1998). Feedback on student writing: Taking the middle path. Journal of Second Language Writing, 7, 307-317.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44, 294–304.
Lam, R. (2021). Using e-Portfolios to promote assessment of, for, as learning in EFL writing. European Journal of Applied Linguistics and TEFL, 10(1), 101–120.
Lam, R., & Moorhouse, B. L. (2022). Using digital portfolios to develop students’ writing: A practical guide for language teachers. Routledge. https://doi.org/ 10.4324/ 9781003295860.
Lee, I. (2003). L2 writing teachers’ perspectives, practices and problems regarding error feedback. Assessing Writing, 8, 216–237.
Lunt, T., & Curran, J. (2010). Are you listening please? The advantages of electronic audio feedback compared to written feedback, Assessment & Evaluation in Higher Education, 35(7), 759-769. https://doi.org/ 10.1080/02602930902977772.
Mann, S. (2015). Screen capture software to improve the value of feedback on academic assignments in teacher education. In T. Farrell (Ed.), International perspectives on English language teacher education (pp. 160–180). Palgrave Macmillan.
Mihaljević-Djigunović, J., & Letica Krevelj, S. (2009). Instructed early SLA: Development of attitudes. Studia Romanica et Anglica Zagrabiensia, 137-155.
Mihaljević-Djigunović, J. (2013). Early EFL learning in context–evidence from a country case study. British Council ELT Research Papers, 1, 159-182.
Mukundan, J., & Nimehchisalem, V. (2011). Effect of peer review and tutor on English as a second language learners’ writing performance. Pertanika Journal of Social Sciences and Humanities, 19(1), 25–38.
Murphy, V. (2014). Second language learning in early school years: Trends and contexts. Oxford University Press.
Nation, K. (2005). Children’s reading comprehension difficulties. In Snowling M. J. and Hulme, C. (Eds.), The science of reading: A handbook, (pp. 248-266). Blackwell Publishing Ltd.
Özkul, S. (2014). Video inclusive portfolio (VIP) as a new form of teacher feedback in teaching writing. Master's thesis. Bilkent University, http://hdl.handle.net/11693/15655.
Özkul, S., & Ortaçtepe, D. (2017). The use of video feedback in teaching process-approach EFL writing. TESOL Journal, 8(4), 862-877.
Pany, D., & McCoy, K. M. (1988). Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities. Journal of Learning Disabilities, 21
(9), 546–550. https://doi.org/10.1177/002221948802100905
Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners’ engagement modes and genre-based writing improvement. Language Testing in Asia, 12(1), 7, https://doi.org/ 10.1186/s40468-022-00156-7.
Rao, Z., Gu, P. Y., Zhang, J., & Hu, G. (2005). Approaches to learning and reading strategy use of bilingual primary school pupils. Language Awareness, 16 (4), 243- 262.
Rollinson, P. (1998). Peer response and revision in an ESL writing group: A case study. Unpublished PhD Thesis, Universidad Autonoma de Madrid.
Seror, J. (2012). Show me! Enhanced feedback through screen casting technology. TESL Canada Journal, 30(1), 104–116.
Seror, J. (2013). Screen capture technology: A digital window into students’ writing processes. Canadian Journal of Learning and Technology, 39(3), 1–16.
Spear, K. (1988). Sharing writing: Peer response groups in English classes. Portsmouth, NH: Boynton/Cook.
Szpotowicz, M., & Lindgren, E. (2011). Language achievements: A longitudinal perspective. In J. Enever (Ed.), Early Language Learning in Europe (pp.125–143). British Council.
Teale, W. H. (2003). Reading aloud to young children as a classroom instructional activity: Insights from research and practice. In A. Van Kleeck, S.A. Stahl, & E. B. Bauer (Eds.), On reading books to children (pp.114-139). Lawrence Erlbaum.
Thompson, R., & Lee, M. J. (2012). Talking with students through screen casting: Experimentations with video feedback to improve student learning. Journal of Interactive Technology and Pedagogy. Retrieved from https:// jitp.commons.gc.cuny.edu/talking-with-students-through-screencasting-experimentations-with-video-feedback-toimprove- student-learning.
Transue, B. (2013). Connectivism and information literacy: Moving from learning theory to pedagogical practice. Public Services Quarterly. 9. 185-195. https://doi.org/10.1080/15228959.2013.815501.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369.
Villamil, O. S., & De Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: Social-cognitive activities, mediating strategies, and aspects of social behaviour. Journal of Second Language Writing, 5(1), 51-75.
Zhang, S. (1995). Reexamining the affective advantage of peer feedback in the ESL writing class. Journal of Second Language Writing, 4(3), 209-222.
Zhao, H. (2010). Investigating learners' use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom. Assessing Writing, 15, 3-17.