Abdolrezapour, P., & Fallah, E. (2015). An investigation into the impact of reflective teaching on EFL learners’ autonomy and intrinsic motivation. Cypriot Journal of Educational Sciences, 10(4), 305–315. https://doi.org/10.18844/cjes.v10i4.229
Abrouq, N. (2024). Reflective thinking: from Opacity to Clarity. British Journal of Teacher Education and Pedagogy, 3(1), 87–96. https://doi.org/10.32996/bjtep.2024.3.1.8
Afshar, H. S., & Rahimi, M. (2015). Reflective thinking, emotional intelligence, and speaking ability of EFL learners: Is there a relation? Thinking Skills and Creativity, 17, 159–172. https://doi.org/10.1016/j.tsc.2015.10.005
Aliakbari, M., & Adibpour, M. (2018). Reflective EFL education in Iran: Existing situation and teachers’ perceived fundamental challenges. Eurasian Journal of Educational Research, 18(77), 129–144. https://files.eric.ed.gov/fulltext/EJ1192958.pdf
Al-Mwzaiji, K. N. A., & Alzubi, A. A. F. (2022). Online self-evaluation: The EFL writing skills in focus. Asian-Pacific Journal of Second and Foreign Language Education, 7(7). https://sfleducation.springeropen.com/articles/10.1186/s40862-022-00135-8
Bagheri Nevisi, R., & Farhani, A. (2022). Motivational factors affecting Iranian English as a foreign language (EFL) learners’ learning of English across differing levels of language proficiency. Frontiers in Psychology, 13, Article 869599. https://doi.org/10.3389/fpsyg.2022.869599
Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
Beshai, S., McAlpine, L., Weare, K., & Kuyken, W. (2016). A non-randomised feasibility trial assessing the efficacy of a mindfulness-based intervention for teachers to reduce stress and improve well-being. Mindfulness, 7(1), 198–208. https://doi.org/10.1007/s12671-015-0436-1
Biglari, A., Izadpanah, S., & Namaziandost, E. (2021). The effect of portfolio assessment on Iranian EFL learners’ autonomy and writing skills. Education Research International, 2021, Article 4106882. https://doi.org/10.1155/2021/4106882
Birjandi, P., & Tamjid, N. H. (2010). The role of self-assessment in promoting Iranian EFL learners’ motivation. English Language Teaching, 3(3), 211–216. https://doi.org/10.5539/elt.v3n3p211
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., Segal, Z. V., Abbey, S., Speca, M., Velting, D., & Devins, G. (2004). Mindfulness: A proposed operational definition. Clinical Psychology Science and Practice, 11(3), 230–241. https://doi.org/10.1093/clipsy.bph077
Blanke, E. S., Stein, L. M., & Barnhofer, T. (2019). Thinking mindfully: How mindfulness relates to rumination and reflection in daily life. Emotion, 20(8), 1369–1381. https://doi.org/10.1037/emo0000659
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529–549. https://doi.org/10.1007/BF00138746
Creswell, J. D., Lindsay, E. K., Villalba, D. K., & Chin, B. (2019). Mindfulness Training and Physical Health: Mechanisms and Outcomes. Psychosomatic Medicine, 81(3), 224–232. https://doi.org/10.1097/PSY.0000000000000675
Davari, H. (2013). English language teaching and linguistic imperialism. LAP Lambert Academic Publishing.
Dewey, J. (1910). How we think. D. C. Heath & Co.
Farahian, M., Avarzamani, F., & Rajabi, Y. (2021). Reflective thinking in an EFL writing course: To what level do portfolios improve reflection in writing? Thinking Skills and Creativity, 39, 100759. https://doi.org/10.1016/j.tsc.2020.100759
Ghafournia, N., & Malekshahi, A. (2025). Exploring the predicting roles of Iranian EFL learners’ learning autonomy and motivation for reading comprehension success. International Journal of Practical and Pedagogical Issues in English Education, 3(3), 98–118. https://doi.org/10.22034/ijpie.2025.528558.1108
Ghanizadeh, A., Makiabadi, H., & Navokhi, S. A. (2019). Relating EFL university students’ mindfulness and resilience to self-fulfilment and motivation in learning. Issues in Educational Research, 29(3), 695–714. http://www.iier.org.au/iier29/ghanizadeh.pdf
Ghazizadeh, M., & Bazargani, D. T. (2019). Alternative assessment: The impact of self-assessment vs. peer-assessment on Iranian intermediate EFL learners’ paragraph writing ability. Language Teaching Research Quarterly, 9, 1–13. https://doi.org/10.32038/ltrq.2019.10.01
Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Further Education Unit.
Heffernan, V. (2015, April 14). The muddied meaning of “mindfulness.” The New York Times. https://www.nytimes.com/2015/04/19/magazine/the-muddied-meaning-of-mindfulness.html
Javaherbakhsh, M. R. (2010). The impact of self-assessment on Iranian EFL learners’ writing skill. English Language Teaching, 3(2), 213–218. https://doi.org/10.5539/elt.v3n2p213
Jha, A. P., Krompinger, J., & Baime, M. J. (2007). Mindfulness training modifies subsystems of attention. Cognitive, Affective & Behavioral Neuroscience, 7(2), 109–119. https://doi.org/10.3758/CABN.7.2.109
Kabat-Zinn, J. (1982). An outpatient program in behavioral medicine for chronic pain patients based on the practice of mindfulness meditation: Theoretical considerations and preliminary results. General Hospital Psychiatry, 4(1), 33–47. https://doi.org/10.1016/0163-8343(82)90026-3
Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.
Kheirzadeh, S., & Sistani, N. (2018). The effect of reflective teaching on Iranian EFL students’ achievement: The case of teaching experience and level of education. Australian Journal of Teacher Education, 43(2), 143–156. https://doi.org/10.14221/ajte.2018v43n2.8
Kim, Y. (2005). Cultivating reflective thinking: The effects of a reflective thinking tool on learners’ learning performance and metacognitive awareness in the context of online learning [Doctoral dissertation, The Pennsylvania State University]. The Pennsylvania State University. https://etda.libraries.psu.edu/catalog/6764
Klussman, K., Nichols, A. L., & Langer, J. (2020). The role of self-connection in the relationship between mindfulness and meaning: A longitudinal examination. Applied Psychology: Health and Well-Being, 12(3), 636–659. https://doi.org/10.1111/aphw.12200
Kuroda, Y., Yamakawa, O., & Ito, M. (2022). Benefits of mindfulness in academic settings: Trait mindfulness has incremental validity over motivational factors in predicting academic affect, cognition, and behavior. BMC Psychology, 10(1). https://doi.org/10.1186/s40359-022-00746-3
Latham-Koenig, C., Oxenden, C., & Seligson, P. (2014). American English File 3: Student Book with Online Practice (2nd ed.). Oxford University Press.
Mall-Amiri, B. (2024). The combined impact of autonomous and self-reflective writing activities on EFL learners' anxiety level and anxiety reducing strategies. International Journal of Practical and Pedagogical Issues in English Education, 2(4), 19-39. https://doi.org/10.22034/ijpie.2024.480207.1049
McNamara, G., & O’Hara, J. (2008). The importance of the concept of self-evaluation in the changing landscape of education policy. Studies in Educational Evaluation, 34(3), 173–179. https://doi.org/10.1016/j.stueduc.2008.08.001
Nevo, D. (2002). Dialogue evaluation: Combining internal and external evaluation. In D. Nevo (Ed.), School-based evaluation: An international perspective (Vol. 8, pp. 3–16). Advances in Program Evaluation; Vol. 8. Emerald. https://doi.org/10.1016/S1474-7863(2002)8
Norman, K. R. (1988). Pāli lexicographical studies V. Journal of the Pali Text Society, 12, 49–63.
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Tyler L. Renshaw, T. L., & Sarah J. Bolognino, S. J. (2016). The College Student Subjective Wellbeing Questionnaire: A brief, multidimensional measure of undergraduates’ covitality. Journal of Happiness Studies, 17(2), 463–484. https://doi.org/10.1007/s10902-014-9606-4
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Shaw, S. (2020). Mindfulness: Where it comes from and what it means. Shambhala Publications.
Sheikhzadeh, E., & Khatami, M. (2017). The possible relationship between mindfulness and academic achievement among Iranian EFL learners. Modern Journal of Language Teaching Methods (MJLTM), 7(2), 48–49. Retrieved from https://www.researchgate.net/publication/353163016_Modern_Journal_of_Language_Teaching_Methods_MJLTM_THE_POSSIBLE_RELATIONSHIP_BETWEEN_MINDFULNESS_AND_ACADEMIC_ACHIEVEMENT_AMONG_IRANIAN_EFL_LEARNERS
Soodmand Afshar, H., & Hamzavi, R. (2014). The relationship among reflective thinking, listening anxiety and listening comprehension of Iranian EFL learners: Does proficiency make a difference? Issues in Language Teaching, 3(2), 261–237. https://ilt.atu.ac.ir/article_1762.html
Su, J., Pu, X., Yadav, K., & Subramnaiyan, M. (2022). A physical education teacher motivation from the self-evaluation framework. Computers & Electrical Engineering, 98, 107772. https://doi.org/10.1016/j.compeleceng.2022.107772
Suphasri, P., & Chinokul, S. (2021). Reflective practice in teacher education: Issues, challenges, and considerations. PASAA: Journal of Language Teaching and Learning, 62(1), 236–264. https://doi.org/10.58837/CHULA.PASAA.62.1.9
Taggart, G. L., & Wilson, A. P. (2005). Promoting reflective thinking in teachers: 50 Action Strategies. Corwin Press.
Tahernezhad, E., Behjat, F., & Kargar, A. A. (2014). The relationship between language learning anxiety and language learning motivation among Iranian intermediate EFL learners. International Journal of Language and Linguistics, 2(6‑1), 35–48. https://doi.org/10.11648/j.ijll.s.2014020601.16
Turan, U., Fidan, Y., & Yıldıran, C. (2019). Critical thinking as a qualified decision-making tool. Journal of History Culture and Art Research, 8(4), 1–18. https://doi.org/10.7596/taksad.v8i4.2316
University of Cambridge Local Examinations Syndicate. (2001). Quick Placement Test: Paper and Pen Test. Oxford University Press.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.
Zohrabi, M., & Khalili, A. (2025). The utility of tailor-made teacher education in Iranian EFL instructors’ attitudes towards dynamic assessment. Language Testing in Asia, 15(1), Article 29. https://doi.org/10.1186/s40468-025-00366-9
Zohrabi, M., & Nasirfam, F. (2024). The use of assessment for learning rather than assessment of learning in EFL context. Applied Research on English Language, 13(2), 1–30. https://doi.org/10.22108/are.2024.140274.2210
