نگرش، ادراک و انگیزۀ زبان‌آموزان ایرانی با عملکرد بالا و پایین، نسبت به نگارش مشارکتی.

Abahussain, M. O. (2020). Investigating EFL learners’ perceptions of collaborative writing. International Journal of English Linguistics, 10(3), 32-47. https://doi.org/10.5539/ijel.v10n3p32

Abu-Bader, S. H. (2021). Using statistical methods in social science research: With a complete SPSS guide. Oxford University Press.

Alawaji, N. N. M. (2020). Students' perceptions of collaborative summary writing. Theory and Practice in Language Studies, 10(6), 700-707. https://dx.doi.org/10.17507/tpls.1006.11

Alkhalaf, N. A. (2020). Saudi female EFL learners and collaborative writing: attitudes and challenges. Theory and Practice in Language Studies, 10(9), 1118-1127. http://dx.doi.org/10.17507/tpls.1009.16

Ammar, A., & Hassan, R. M. (2018). Talking it through: collaborative dialogue and second language learning. Language Learning, 68(1), 46-82. https://doi.org/10.1111/lang.12254

Anggraini, R., Rozimela, Y., & Anwar, D. (2020). The effects of collaborative writing on EFL learners’ writing skills and their perception of the strategy. Journal of Language Teaching and Research, 11(2), 335–341. http://dx.doi.org/10.17507/jltr.1102.25

Anwar, K. (2021). Collaborative Edmodo in writing: A conceivable course of fusion. Cypriot Journal of Educational Science, 16(3), 1073-1087. https://doi.org/10.18844/cjes.v16i3.5823

Az zahra, A., & Febria, D. (2023). Online collaborative writing to enhance students’ writing motivation and writing ability. ENGGANG: Jurnal Pendidikan, Bahasa, Sastra, Seni, Dan Budaya, 3(2), 132–144. https://doi.org/10.37304/enggang.v3i2.9120

Bao, W.  (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

Burnazyan, I., Bostanjyan, L., & Papoyan, A. (2024). Exploring collaborative writing in ESP classes: Benefits, challenges, and approaches. Foreign Languages in Higher Education, 28(1), 185-199. https://doi.org/10.46991/FLHE/2024.28.1.185

Chen, W. (2021). Understanding students’ motivation in L2 collaborative writing. ELT Journal, 75(4), 442-450. https://doi.org/10.1093/elt/ccab027

Chen, W., & Yu, S. (2019). A longitudinal case study of changes in students’ attitudes, participation, and learning in collaborative writing. System, 82, 83–96. https://doi.org/10.1016/j.system.2019.03.005

Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123

Cogni, M. (2019). From sentences to essays: A guide to reflective writing through reflective thinking student’s edition. Vernon Press.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4^th ed.). Sage. https://doi.org/10.5539/elt.v12n5p40

Danli, L. (2011). Scaffolding in second language learning of target forms in peer interaction. Chinese Journal of Applied Linguistics, 34(4), 107- 126.  https://doi.org/10.1515/cjal.2011.037

Deveci, T. (2018). Student perceptions on collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721–732. https://doi.org/10.13189/ujer.2018.060415

Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. https://doi.org/10.1016/j.system.2013.02.002

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410613349

Dörnyei​, Z. (2020). Innovations and challenges in language learning motivation. Routledge. https://doi.org/10.4324/9780429485893

Du, J.  (2020). Non-native English-speaking engineers’ writing at the workplace. Springer. https://doi.org/10.2989/16073614.2022.2049328

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224. https://doi.org/10.1016/j.system.2004.12.006

Farrah, M. A. (2011). Attitudes towards collaborative writing among English majors in Hebron University. AWEJ, 2(4), 136- 170. http://dspace.hebron.edu/xmlui/handle/123456789/68

Field, A. (2018). Discovering statistics using IBM SPSS, statistics for statistics. SAGE Publications.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold Ltd. https://doi.org/10.1037/h0083787

Gass, S. M., Behney, J., & Plonsky, L. (2020). Second language acquisition: An introductory course. Routledge. https://doi.org/10.4324/9781315181752

Heidar, D. M. (2016).  ZPD-assisted intervention via web 2.0 and listening comprehension ability.  English for Specific Purpose World, 17(4), 1–17.

Jalili, H. M. & Shahrokhi, M. (2017). The effect of collaborative writing on Iranian EFL learners’ L2 writing anxiety and attitudes. Journal of Applied Linguistics and Language Research, 4(2), 203-215.

Lantolf, J. P., Xi, J., & Minakova, V. (2021). Sociocultural theory and concept-based language instruction. Language Teaching, 54(3), 327-342. https://doi.org/10.1017/S0261444820000348

Li, M. (2018). Computer-mediated collaborative writing in L2 contexts: An analysis of empirical research. Computer Assisted Language Learning, 31(8), 882-904. https://doi.org/10.1080/09588221.2018.1465981

Littlewood, W. (2013). Developing a context-sensitive pedagogy for communication-oriented language teaching.  English Teaching, 68(3), 3-25. https://doi.org/10.15858/engtea.68.3.201309.3

Liu, H., Ismail, L., & Ahmad, N. K. (2024). Genre-based Approaches and ESL/EFL Writing: A Review of the Literature. World Journal of English Language, 14(2), 25-35. https://doi.org/10.5430/wjel.v14n2p25

Mangelsdorf, K. (1992). Peer response in ESL classroom: What do the students think? ELT Journal, 46(3), 274-284. https://doi.org/10.1093/elt/46.3.274

Michaelian, K. & Sutton, J. (2013). Distributed cognition and memory research: History and current directions. Review of Philosophy and psychology, 4(1), 1-24.  https://doi.org/10.1007/s13164-013-0131-x

Mohammad Hosseinpur, R., Keramatfar, H., & Rastgoo, Z. (2024). Collective scaffolding, intensive mentoring, L1-mediation and EFL learners' paragraph development: A sociocultural perspective. Journal of Foreign Language Teaching and Translation Studies, 9(1), 25-44. https://civilica.com/doc/2144625

Mohammad Hosseinpur, R. (2015). The impact of teaching summarizing on EFL learners’ microgenetic development of summary writing. The Journal of Teaching Language Skills, 7(2), 69-92. http://doi.org/10.22099/jtls.2015.3531

Moon, J. (2006). Learning Journals: A handbook for reflective practice and professional development. Routledge. https://doi.org/10.4324/9780203969212

Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students' cognition, motivation, and achievement. Learning and Instruction, 20(5), 411-423.  https://doi.org/10.1016/j.learninstruc.2009.04.002

Pallant, J. (2016). SPSS survival manual. NSW. https://doi.org/10.4324/9781003117452

Pham, V. P. H. (2021). The effects of collaborative writing on students’ writing fluency: an efficient framework for collaborative writing. AGE Open, 11(1), 1-11. https://doi.org/10.1177/2158244021998363

Pham V. P. H., & Nguyen N. H. (2020). Blogging for collaborative learning in the writing classroom. International Journal of Cyber Behavior, Psychology, and Learning (IJCBPL), 10(3), 1–11. https://doi.org/10.4018/IJCBPL.2020070101

Pham, V. P. H., Phung, L. T., Oanh, T. T., & Giao, N. Q. (2020). Should peer e-comments replace traditional peer comments? International Journal of Instruction, 13(1), 295-314. http://dx.doi.org/10.29333/iji.2020.13120a

Pishadast, A., Mojavezi, A., & Okati, F. (2022). Enhancing Writing Ability through Scaffolding Techniques: A Mixed-Methods Study. Journal of Foreign Language Research, 12 (3), 214-237. https://doi.org/10.22059/JFLR.2022.338918.936

Pourdana, N., Mohamadi Zenouzagh, Z. (2021). Feedback Types, Negotiation of Meaning, and Negotiation of Form in Multimodal and Text-based Computer-Mediated English Collaborative Writing. Foreign Language Research Journal, 11 (3), 453-471. https://doi.org/10.22059/JFLR.2021.321348.825

Sadiku, L. M. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1(1), 29–31. https://doi.org/10.26417/ejls.v1i1.p29-31

Shahidan, S. N., Ali, Z., & Bakar, N. A. (2022). Motivational impacts of the Google Docs integration to support collaborative writing: A review approach. International Journal of Advances in Social Sciences and Humanities, 1(3), 166-171. https://doi.org/10.56225/ijassh.v1i3.54

Storch, N. (2011). Collaborative writing in L2 contexts: Processes, outcomes, and future directions. Annual Review of Applied Linguistics, 31, 275-288. https://doi.org/10.1017/S0267190511000079

Storch, N. (2013). Collaborative writing in L2 classrooms. Multilingual Matters. https://doi.org/10.21832/9781847699954

Storch, N. (2019). Collaborative writing. Language Teaching, 52(1), 40–59. https://doi.org/10.1017/S0261444818000320

Tabachnick, B.G. & Fidell, L.S. (2019). Using multivariate statistics (7^th ed.). Pearson Inc.

Tarmizi, T., & Cheung, Y. L. (2017). Collaborative writing in classroom instruction: A synthesis of recent research. The English Teacher, 46(2), 43-57.

Thorpe, K. (2004). Reflective learning journals: from concept to practice. Reflective Practice, 5(3), 328-343. http://dx.doi.org/10.1080/1462394042000270655

Veramuthu, P., & Shah, P. M. (2020). Effectiveness of collaborative writing among secondary school students in an ESL classroom. Creative Education, 11(1), 54–67. https://doi.org/10.4236/ce.2020.111004

Villarreal, I., & Gil-Sarratea, N. (2019). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research, 24(6), 874–897. https://doi.org/10.1177/1362168819829017

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge. https://doi.org/10.2307/j.ctvjf9vz4

Winarti, W., & Cahyono, B. Y. (2020). Collaborative writing and process writing approach: The effect and students perception. Journal of English Educators Society (JEES), 5(2), 163–169. https://doi.org/10.21070/jees.v5i2.773

Wonglakorn, P., & Deerajviset, P. (2023). The effects of collaborative process writing approach on Thai EFL secondary school students’ writing skills. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 495-522. https://so04.tci-thaijo.org/index.php/LEARN/article/view/263454

Zhai, M. (2021). Collaborative writing in a Chinese as a foreign language classroom: Learners’ perceptions and motivations. Journal of Second Language Writing, 53, 100836. https://doi.org/10.1016/j.jslw.2021.100836

Zhang, M. (2018). Collaborative writing in the EFL classroom: The effects of L1 and L2 use. System, 76, 1-12. https://doi.org/10.1016/j.system.2018.04.009

Zhang M. (2019). Towards a quantitative model of understanding the dynamics of collaboration in collaborative writing. Journal of Second Language Writing, 45, 16–30. https://doi.org/10.1016/j.jslw.2019.04.001

Zulfikar, Z., & Aulia, C. T. (2020). Exploring Acehnese EFL college students’ perceptions on collaborative writing.  Wanastra: Jurnal Bahasa Dan Sastra, 12(2), 171–180. https://doi.org/10.31294/w.v12i2.8579