Adelman, H., & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E. Robinson (Eds.), Encyclopedia of school psychology. Thousand Oaks, CA: Sage Publications.
Alfaro, R. R., & Navarrete, R. R. (2010). Interactivity in second language via social identity and group cohesiveness. Letras, 48, 193-208.
Al Ghazali, F. (2010). Methods of investigating students’ beliefs about autonomy in language learning. In SPARC, University of Salford, UK. Retrieved July, 7, 2014, from the World Wide Web: http://usir.salford.ac.uk/21010
Al Ghazali, F. (2011). Investigating students’ beliefs about autonomy in an Arab setting. In SPARC, University of Salford, UK. Retrieved July, 7, 2014, from the World Wide Web: http://usir.salford.ac.uk/21011
Ajzen, I. (1988). Attitudes, personality, and behavior. Buckingham, UK: Open University Press.
Balçikanli. C. (2010). Learner autonomy in language learning: Student-teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
Barcelos, A. M. F., & Kalaja, P. (2011). Introduction to beliefs about SLA revisited. System, 39, 281-289.
Barillaro, F. (2011). Teacher perspectives of learner autonomy in language learning. Unpublished master’s thesis, Sheffield Hallam University, England.
Benson, P. (2001). Teaching and researching autonomy in language learning. London, UK: Longman.
Bloom, M. (2007). Tension in a nontraditional Spanish classroom. Language Teaching Research, 11, 85-102.
Brown, A. V. (2009). Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals. The Modern Language Journal, 93, 46-60.
Camilleri, G. (1997). Learner autonomy: The teachers’ views.
Retrieved November 24, 2013, from the World Wide Web: http://www.ecml.at/documents/
Camilleri, G. (1999). Learner autonomy: The teachers’ views. Germany: Council of Europe.
Calajda, D. (2012). Teacher’s action zone in facilitating group dynamics. Lingwarvm Arena, 3, 89-101.
Canagarajah, A. S. (1993). Critical ethnography of a Sri Lankan classroom: Ambiguities in opposition to reproduction through ESOL. TESOL Quarterly, 27, 601-626.
Carr, P. B., & Ponton, M. (2000). Understanding and promoting autonomy and self-directed learning. Current Research in Social Psychology, 5(19), 29-41.
Chang, L. Y. H. (2007). The influences of group processes on learners’ autonomous beliefs and behaviors. System, 35, 322-337.
Chang, L. Y. H. (2010). Group processes and EFL learners’ motivation: A study of group dynamics in EFL classrooms. TESOL Quarterly, 44(1), 129- 154.
Clement, R., Dornyei, Z., & Noels, A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417- 448.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
Colibaba, A. C. (2009). Group cohesion in the English language class. Synergy, 5(2), 174-182.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 24, 1-23.
Dornyei, Z. (1997). Psychological processes in cooperative language learning: Group dynamics and motivation. Modern Language Journal, 81(4), 482- 493.
Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dornyei, Z., & Malderez, A. (1997). Group dynamics and foreign language teaching. System, 25(1), 65-81.
Dornyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge: CUP
Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.
Emura, M. Z. (2009). Understanding group cohesion in the language classroom. TESOL Working Papers Series, 7(1), 42-49.
Forsyth, D. R. (1990). Group dynamics (2nd ed.). CA: Brooks/Cole Publishing Company.
Fraser, B. J. (2004). Classroom environment instruments: Development, validity, and applications. Learning Environments Research, 3, 7-34.
Hadfield, J. 1992. Classroom dynamics. Oxford: Oxford University Press.
Hawkey, R. (2006). Teacher and learner perceptions of language learning activity. English Language Teaching Journal, 60, 242-252.
Heron, J. (2006). The complete facilitator’s handbook. London: Kogan Page.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon.
Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294.
Jean, G., & Simard, D. (2011). Grammar teaching and learning in L2: Necessary, but boring? Foreign Language Annals, 44, 467-494.
Joshi, K. R. (2011). Learner perceptions and teacher beliefs about learner autonomy in language learning. Journal of Nepal English Language Teachers’ Association (NELTA), 16(2), 13-29.
Kumaravadivelu, B. (1991). Language-learning tasks: Teacher intention and learner interpretation. English Language Teaching Journal, 45, 98-107.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Erlbaum Associates.
Lacey, F. (2007). Autonomy, never, never, never! Independence, 42, 4-8.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovations in Language Learning and Teaching, 1(1), 1-27.
Liu, Y. (2012). A study on learners’ beliefs about learner autonomy in English language learning. Advances in Intelligence and Soft Computing, 108, 725-732.
Mantle-Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. The Modern Language Journal, 79, 372-386.
Martinez, H. (2008). The subjective theories of student-teachers: Implications for teacher education and research. In T. Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and response (103- 124). AILA Applied Linguistics Series: John Benjamins Publishing Company.
Matsumoto, Y. (2010). Group dynamics in the Japanese university ELT classroom
. Retrieved July 7, 2014, from the World Wide Web: http://etheses.bham.ac.uk
McCargar, D. F. (1993). Teacher and student role expectations: Cross-cultural differences and implications. The Modern Language Journal, 77, 192-207.
Meskill, C., & Rangelova, K. (2000). Relocating the ‘cognitive’ in sociocognitive views of second language learning. In R. Rapp. (Ed.), Linguistics on the way into the new millennium: Proceedings of the 34th colloquium of linguistics. London: Peter Lang-Verlag Publishing.
Paydon, S. (2012). Developing a motivational learning environment. In K. Irie & A. Stewart (Eds.), Proceedings of the JALT Learner Development SIG Realizing Autonomy Conference, Learning Learning, 19(2), 46-59.
Peacock, M. (1998). The links between learner beliefs, teacher beliefs, and EFL proficiency. Perspectives, 10,125-159.
Peacock, M. (2001). Preservice ESL teachers’ beliefs about second language learning: A longitudinal study. System, 29, 177-195.
Ratzburg, W. H. (2004). Organizational behavior. Retrieved July 9, 2014, from the World Wide Web: http://www.oocities.org/frtzw906
Ruescha, A., Bown, J., & Deweya, D. P. (2012). Student and teacher perceptions of motivational strategies in the foreign language classroom. Innovation in Language Learning and Teaching, 6, 15-27.
Ryan, R., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Senior, R. M. (2002). A class-centered approach to language teaching. ELT Journal, 56(4), 397-403.
Smith, R.C. (2003). Pedagogy for autonomy (becoming-) appropriate methodology. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 129-146). New York: Palgrave MacMillan.
Stevick, E. W. (1980). A way and ways. Rowley: Newbury House Publishers, Inc.
Talley, P. C. (2014). Students’ responses to learner autonomy in Taiwan: An investigation into learners’ beliefs. International Journal of Humanities and Social Science, 4(4),24-34.
Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, 4(11), 1-8.
Thanasoulas, D. (2002). Motivation and motivating in the foreign language classroom. The Internet TESL Journal, 8(11), 1-5.
Thanh Nga, N. (2014). Learner autonomy in language learning: Teachers’ beliefs. Unpublished doctoral dissertation, Queensland University of Technology, Australia.
White, C. (2003). Language learning in distance education. Cambridge: Cambridge University Press.
Zhong, Q. (2010). The effect of Chinese ESL learners’ beliefs on their autonomous learning. Studies in Self-Access Learning Journal, 1(3), 212- 225.