Aguilar, M., and Rodríguez, R., 2012. Lecturer and student perceptions on CLIL at a Spanish university. International Journal of Bilingual Education and Bilingualism. 15(2): 183-197.

Albino, G., 2007. Improving Speaking Fluency in a Task-Based Language Teaching Approach: The Case of EFL Learners at PUNIV-Cazenga. Sage Open. (7)2: 1-11.

Al-Mahrooqi1, R., 2012. A student perspective on low English proficiency in Oman. International Education Studies, 5 (6): 236-271. Available from http://www.ccsenet.org/journal/index.php/ies/article/view/19832.

Al-Mahrooqi, R., Denman, C., Al-Siyabi, J., and Al-Maamari, F., 2015. Characteristics of a good EFL teacher: Omani EFL teacher and student perspectives. SAGE Open. 5(2): 1-15. Available from http://journals.sagepub.com/doi/abs/10.1177/2158244015584782.

Andrews, S., 2001. The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness. 10(2/3): 75–89.

Azarnoosh, M., and Tabatabaee, S. M., 2008. Teacher: A key to motivating language learners. Paper presented at the 6th International TELLSI Conference: Issues in Teaching English Language and Literature in Iran. Iran: University of Guilan.

Bahous, R., Bacha, N., and Nabhani, M. 2011. Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3): 33-43.

Baker, A. E., and Hengeveld, K., 2012. Linguistics. Oxford: Wiley-Blackwell, 450 pages.

Borg, S., 2006. The distinctive characteristics of foreign language teachers. Language Teaching Research. 10(1): 3-31.

Brosh, H., 1996. Perceived characteristics of the effective language teacher. Foreign Language Annals. 29 (2): 125-138.

Brown, D., 2007. Principles of language learning and teaching, Fifth Edition. White Plain, NY: Pearson Longman, 410 pages.

Chamot, A. U., and O'Malley, J. M., 1994. The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company, 340 pages.

Chastain, K., 1988. Developing second language learning skills: Theory and practice, Third Edition. Chicago: Harcourt Brace Javanovich Publishers, 438 pages.

Collentine, J. and Freed, B. F., 2004. Learning context and its effects on second language acquisition. Studies in Second Language Acquisition. 26: 153-171.

Cook, V., 2016. Second language learning and language teaching, Fifth Edition. New York and London: Routledge, 334 pages

Costa, F., and Coleman, J. A., 2013. A survey of English-medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism. 16(1): 3-19.

Crawford, C., 2014. Socio-economic differences in university outcomes in the UK: Drop-out, degree completion and degree class (Economic and Social Research Council edition). Warwick: University of Warwick and Institute for Fiscal Studies.

Cullen, R., 2002. The use of lesson transcripts for developing teachers’ classroom language. In: Trappes-Lomax, H., Ferguson, G. (Eds.). Language in Language Teacher Education. John Benjamins Publishing Company. Amsterdam, 219–38.

Cummins, J., and Swain, M., 2014. Bilingualism in education: Aspect of theory, research and practice. London: Routledge, 254 pages.

Dafei, D., 2007. An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal: Professional Teaching Articles 2007, pp. 2-23.

Daskalovska, N., Gudeva, L. K. and Ivanovska, B., 2012. Learner motivation and interest. Social and Behavioral Sciences, 46: 1187-1191.

Dörnyei, Z., 2007. Creating a motivating classroom environment. In: Cummins, J., Davison, C. (Eds.). International handbook of English language teaching. Springer. New York, pp. 719-731.

Elder, C., 2001. Assessing the language proficiency of teachers: Are there any border control? Language Testing. 18(2): 149–70.

Ellis, R. 2003. Second language acquisition (9th ed). Oxford: Oxford University Press, 151 pages.

Ellis, R., 2009. Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics. 19: 221-246.

Eun-Hee, L. and Hee Jeong, O., 2011. Relationship between motivation and proficiency improvement. Linguistic Research, 28(2): 405-430. Available at http://isli.khu.ac.kr/journal/content/data/28_2/9.pdf

Firth, A., and Wagner, J., 1997. On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3): 285-300.

Flowerdew, J., Levis, J., Zhang, Q. and Watkins, D., 2007. Conceptions of a good tertiary EFL teacher in China. TESOL Quarterly, 41(4): 781-790.

Freeman, D., 2016. Educating second sanguage teachers: The same things done differently. Oxford University Press. Oxford, 312 pages.

Gardner, R.C., 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold, 208 pages.

Gardner, R., and Lambert, W., 1972. Attitudes and motivation in second language learning. Rowley, Massachusetts: Newsbury House, 313 pages.

Gass, S. M., and Mackey, A., 2007. Input, interaction, and output in second language acquisition. In: VanPatten, B., Williams, J. (Eds.). Theories in second language acquisition: An introduction. Lawrence Erlbaum. Mahwah, NJ, pp. 175-199.

Geringer, J., 2003. Reflections on professional development: Toward high-quality teaching and learning. Phi Delta Kappan. 84(5): 373-377

Gharbavi, A., and Mousavi, S. A., 2012. Do language proficiency levels correspond to language learning strategy adoption?. English Language Teaching, 5 (7): 110-122. Available at http://dx.doi.org/10.5539/elt.v5n7p110

Green, A., 2014. Exploring Language Assessment and Testing – Language in Action. Routledge. New York, NY, 272 pages.

Hashemian, M. and Soureshjani, K. H., 2011. The interrelationship of autonomy, motivation, and academic performance of Persian L2 learners in distance education contexts. Theory and Practice in Language Studies, 1(4): 319-326.

Hedge, T., 2000. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press. 448 pages.

Holmes, J., 2017. An introduction to sociolinguistics, Fifth Edition. New York: Routledge, 538 pages.

Housen, A., Schoonjans, E., Janssens, S., Welcomme, A., Schoonheere, E., and Pierrard, M., 2011. Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of language prominence. The Modern Language Journal, 49: 83-112.

İnal, S. , Evin, İ., and Saracaloğlu, A. S., 2003. The relation between students' attitudes toward foreign language and foreign language achievement. Dil Dergisi, 130: 38-53.

Jacobs, G. M., and Farrell, T. S., 2003. Understanding and Implementing the Clt (Communicative Language Teaching) Paradigm . RELC Journal. 34(1): 5-30.

Khattak, Z. I., Jamshed, T., Ahmad, A., and Baig, M. N., 2011. An investigation into the causes of English language learning anxiety in students at AWKUM. Procedia - Social and Behavioral Sciences, 15:1600-1604.

Krashen, S. D., 1985. The input hypothesis: Issues and implications. London: Longman. 120 pages.

Li, Z., 2009. A probe into classroom teaching and second language acquisition. International Education Studies. 2(1): 124-128.

Little, D., 2007. Language learner autonomy: Some fundamental considerations revisited. Innovation in language learning and teaching, 1(1): 14– 29.

Littlewood, W., 1984. Foreign and second language learning, language acquisition research and its implications for the classroom. New York: Cambridge University Press, 114 pages.

Liu, M., 2007. Chinese students’ motivation to learn English at the tertiary level. Asian EFL Journal. 9 (1): 126-146. Available at https://www.asian-efl-journal.com/1042/quarterly-journal/chinese-students-motivation-to-learn-english-at-the-tertiary-level/

Long, M. H., and Crookes, G., 1992. Three approaches to task-based syllabus design. TESOL Quarterly. 26(1), 27-56.

Mackey, A., 1999. Input, interaction, and second language development. Studies in Second Language Acquisition. 21: 557-587.

Mahmoud, A. M. and Thabet A., 2013. The qualities of the good English teacher as perceived by Saudi and Yemeni college students of English. Greener Journal of Educational Research. 3(2): 72-79.

Madhumathi, P., Ramani, N., and Prema, M., 2012. Language learning strategy use and English proficiency of below average Indian ESL students. Pertanika J. Soc. Sci. & Hum, 22 (2): 455- 472. Available at http://www.pertanika.upm.edu.my/

Michigan Department of Education, 2011. Creating a supportive teaching and learning environment for English language learners. Available from http://www.michigan.gov/documents/mde/3-6_383780_7.pdf

Mitchell, D. E., Scott, L. D., Hendrick, I. G., and Boyns, D. E., 1998. The California Beginning Teacher Support and Assessment Program. 1998 Statewide Evaluation Study, 35 pages.

Mitchell, R., and Myles F., 2001. Second language learning: Key concepts and issues. In Christopher N. Candlin and Neil Mercer (eds.). English Language Teaching in its Social Context. London: Routledge. 11-27.

Mackey, A., 1999. Input, interaction, and second language development. Studies in Second Language Acquisition, 21:557-587.

Mahmoud, A. M., and Thabet, A., 2013. The qualities of the good English teacher as perceived by Saudi and Yemeni college students of English. Greener Journal of Educational Research, 3(2): 72-79.

Mohamadpour, P., 2013. Realization of autonomy and English language proficiency among Iranian high school students. Theory and Practice in Language Studies, 3 (7): 1187-1193.

Myartawan, I., and Latief, M. S., 2013. The correlation between learner autonomy and English proficiency of Indonesian EFL college learners. TEFLIN Journal, 24 (1): 63-81. https://www.researchgate.net/publication/259762858.

Nguyen, T.C. L., 2008. Learner autonomy and EFL proficiency: A Vietnamese perspective. Asian Journal of English Language Teaching, 18: 67–87.

Nel, N., and Müller, H., 2010. The impact of teachers’ limited English proficiency on English second language learners in South African schools. South African Journal of Education, 30(4): 635-650.

Nikitina, L., 2011. Creating an authentic learning environment in the foreign language classroom. International Journal of Instruction, 4(1): 33-46.

Nisbet, D. L., Tindall, E. R., and Arroyo, A. A., 2005. Language learning strategies and English proficiency of Chinese university students. Foreign Language Annals, 38 (1): 100-106.

Normazidah, C. M., Koo, Y. L., and Hazita, A., 2012. Exploring English language learning and teaching in Malaysia. GEMA Online™ Journal of Language Studies, 12(1): 35-55.

Oxford, R. L., 1990. Language learning strategies: What every teacher should know. New York: Newbury House, 342 pages.

Park, G. P., 1995. Language learning strategies and beliefs about language learning of university students learning English in Korea. Unpublished Doctoral Dissertation. The University of Texas at Austin, Texas.

Pica, T., Lincoln-Porter, F., Paninos, D., and Linnell, J., 1996. Language learners’ interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quarterly. 30(1): 59-84.

Phon, S., 2017. Factors affecting the English language proficiency of students majoring in English at a rural university in Cambodia. UC Occasional Paper Series, 1(1): 69-92.

Punthumasen, P., 2007. International program for teacher education: An approach to tackling problems of English education in Thailand. In The 11th UNESCO-APEID International Conference Reinventing Higher Education: Toward Participatory and Sustainable Development (pp. 12-14).

Richards, H., Conway, C., Roskvist, A., and Harvey, S., 2013. Foreign language teachers’ language proficiency and their language teaching practice. The Language Learning Journal, 41(2): 231–246.

Richards, J. C., 2006. Communicative language teaching today. Cambridge University Press. New York, 52 pages.

Ross, C. E., and Wu, C. L., 1995. The links between education and health. American Sociological Review, 60:719–45.

Rubin, J., 1975. What the "good language learner" can teach us. TESOL Quarterly, 9(11): 41-90.

Shoebottom, P., 2016. The factors that influence the acquisition of a second language. Available from http://esl.fis.edu/teachers/support/factors.htm

Shulman, L.S., 1987. Knowledge and teaching: foundations of the new reform. Harvard Educational Review. 57: 1–22.

Souriyavongsa, T., 2013. Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1): 179-192.

Spolsky, B., 1989. Conditions for second language learning: Introduction to a general theory. Oxford: Oxford University Press, 272 pages.

Tanveer, M., 2007. Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it casts on communication in the target language (Unpublished master’s thesis). University of Glasgow, Glasgow, UK.

Tarone, E., 2007. Sociolinguistic approaches to second language acquisition research—1997–2007. The Modern Language Journal, 91: 837-848

Thanasoulas, D., 2002. Motivation and motivating in the foreign language Classroom. The Internet TESOL Journal. 11(8): 2-7.

Ming, T. S., Ling, T. S., Jaafar, N. M., 2011. Attitudes and motivation of Malaysian secondary students towards learning English as a second language: A case study. The Southeast Asian Journal of English Language Studies 17(1): 40 – 54. Available from http://journalarticle.ukm.my/2047/1/5._3LVol17(1)2011Thang_Siew_Ming_et_al_doc.pdf.

Trawiński, M., 2005. An Outline of Second Language Acquisition Theories. Krakow: Academic Pedagogic, 92 pages.

Uys, M., Walt, J. V. D., Berg, R. V. D., and Botha, S., 2007. English medium of instruction: A situation analysis. South African Journal of Education. 27(1): 69-82.

Vann, R. J., and Abraham, R. G., 1990. Strategies of unsuccessful language learners. TESOL Quarterly, 24(2): 177-198.

VanPatten, B. and Willaims, J., 2007. Early theories in second language acquisition. In: B. VanPatten, and J.Williams (Eds.). Theories in second language acquisition: An introduction. Mahwah, NJ: Lawrence Erlbaum, pp. 17-35.

Wang, C., 2009. On linguistic environment for foreign language acquisition. Asian Culture and History, 1(1): 58-62.

Wang, Q., and Castro, C. D., 2010. Classroom interaction and language output. English Language Teaching, 3(2): 175-186.

Winke, P. M., 2005. Promoting motivation in the foreign language classroom.Available from http://clear.msu.edu/clear/newsletter/fall2005.pdf

Wong, R. M. H., 2010. The effectiveness of using English as the sole medium of instruction in English classes: Student responses and improved English proficiency. Porta Linguarum. 13: 119-130.

Wongsothorn, A., Hiranburana, K., and Chinnawongs, S., 2002. English language teaching in Thailand today. Asia pacific journal of education, 22(2): 107-116.

Young, J. W., Freeman, D., Hauck, M. C., Garcia Gomez, P., and Papageorgiou, S., 2014. A Design Framework for the ELTeach Program Assessments (ELT Research Report No. RR- 13-46). Educational Testing Service. Princeton, NJ, 29 pages.

Zhang, H., Alex, H. and Kortner, N. 1995. Oral language development across the curriculum, K12. ERIC Digest. ERIC Clearinghouse on Reading English and Communication, Bloomington, IN. ED389029.