Bachman, L. F. (2000). Modern language testing at the turn of the century: Assuring that we count counts. Language Testing, 17(1), 1-42.
Birgin, O., & Baki, A. (2007). The use of portfolio to assess student's performance. Online Submission, 4(2), 75-90.
Bryant, S. L., & Timmins, A. A. (2002). Using portfolio assessment to enhance student learning. The Hong Kong Institute of Education, Hong Kong, China.
Chen, Y. M. (2006). EFL instruction and assessment with portfolios: A case study in Taiwan. Asian EFL Journal, 8(1), 69-96.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. Asian EFL Journal, 9(1), 1-23.
Douglas, B. H. (2004). Language assessment principles and classroom practice. San Fransisco: San Fransisco State University.
Dysthe, O. (2008). The challenges of assessment in new learning culture. In A. Havnes & L. McDonald (Eds.), Balancing dilemmas in assessment and learning in contemporary education (pp. 15 32), New York: Routledge.
Epstein, A. (2005). Introduction to portfolios. Retrieved March 5, 2019, from Pearson Education, INC. http//www.teachervision.fen.Com/page/4528.html?Detoured=l
Ersoy, F. (2006). Opinions of teacher candidates as to the portfolio assessment. Elementary Education Online, 5(1), 85-89.
Esfandiari, R., & Meihami, H. (2017). Impact of direct corrective feedback (dcf) through electronic portfolio (ep) platform on the components of Iranian EFL learners’ writing across levels of language proficiency. Journal of Teaching Language Skills, 36(2), 39-74.
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes. A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1-10.
Ferris, D. R. (2004). Response to student writing: Implications for second language students. Mahwah, NJ: Lawrence Erlbaum Associates.
Ferris, D. R., Chaney, S. J., Komura, K., Roberts, B. J., & McKee, S. (2000). Perspectives, problems, & practices in treating written error. Colloquium presented at International TESOL Convention, Vancouver, BC.
Ferris, D. R., Liu, H., Sinha, A., & Senna, M. (2013). Written corrective feedback for individual L2 writers. Journal of Second Language Writing, 22(3), 307-329.
Frantzen, D. (1995). The effects of grammar supplementation on written accuracy in an intermediate Spanish content course. The Modern Language Journal, 79(3), 329-344.
Genesee, F., & Upshur, J. A. (1996). Classroom-based evaluation in second language education. New York: Cambridge University Press.
Ghoorchaei, B., Tavakoli, M., & Ansari, D. N. (2010). The impact of portfolio assessment on Iranian EFL students’ essay writing: A process-oriented approach. GEMA Online® Journal of Language Studies, 10(3), 35-51.
Han, Y., & Hyland, F. (2019). Academic emotions in written corrective feedback situations. Journal of English for Academic Purposes, 38(1), 1-13.
Hamayan, E.V. (1995). Approaches to alternative assessment. Annual Review of Applied Linguistics, 15, 212-226.
Hamp-Lyons, L. & Condon, W. (2000). Assessing the portfolio: Practice, theory and research. Cresskill NJ: Hampton Press.
Hamp-Lyons, L. (1991). Assessing Second Language Writing in Academic Contexts. Norwood NJ: Ablex.
Hebert, E. A. (2001). The power of portfolios: What children can teach us about learning and assessment. the Jossey-bass education series. Jossey-Bass, 989 Market Street, San Francisco, CA 94103.
Hedgcock, J., & Lefkowitz, N. (1994). Feedback on feedback: Assessing learner receptivity to teacher response in L2 composing. Journal of Second Language Writing, 3(2), 141-163.
Huot, B. (2002). (Re)articulating writing assessment for teaching and learning. Logan, UT.
Hyland, K., & Hyland, F. (2019). Feedback in second language writing: Contexts and issues. Cambridge university press.
Jacobs, H., Zinkgraf, S., Wormuth, D., Hartﬁel, V., & Hughey, J. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.
Khoshsima, H. (2006). The washback effect of alternative assessment techniques on students’ reading comprehension and writing ability. Unpublished PhD Dissertation. University of Isfahan, Faculty of Foreign Languages.
Lam, R. (2017). Taking stock of portfolio assessment scholarship: From research to practice. Assessing Writing, 31, 84-97.
Meihami, H., & Rashidi, N. (2018). The effect of topical knowledge on ESP learners’ writing quality: complexity, accuracy, and fluency measures. XLinguae, 11(4), 45-58.
Mirador, J. (1998). On my own, pretending you’re beside me: Autonomy in the making. Teaching English for Specific Purposes, 11(1), 15-34.
Moya, S. S. & O’Malley, J. M. (1994). A portfolio assessment model for ESL. The Journal of Educational Issues of Language Minority Students, 13(1), 13-36.
Murat, H., & H. Sibel. (2010). The European language portfolio in ESP classes: a case study of learner reflection and self-assessment. European Journal of Social Science, 12(4), 671-684.
Nezakatgoo, B. (2011). The effects of portfolio assessment on writing of EFL students. English Language Teaching, 4(2), 231-241.
Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327-335.
Roohani, A., & Taheri, F. (2015). The effect of portfolio assessment on EFL learners’ expository writing ability. Iranian Journal of Language Testing, 5(1), 46-59.
Saeedi, Z., & Meihami, H. (2015). E-portfolio as a corrective platform towards EFL students’ overall/componential writing performance. Teaching English with Technology, 15(4), 76-97.
Sharifi, A., & Hassaskhah, J. (2011). The role of portfolio assessment and reflection on process writing. Asian EFL Journal, 13(1), 192-229.
Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286-305.
Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262-277.
Taki, S. Heidari, M. (2011). The effect of using portfolio based writing assessment on language learning: the case of young Iranian EFL learners. Journal of English Language Teaching, 4(3), 129-142.
Tang, C., & Liu, Y. T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26-40.
Tavakoli, M. & Amirian, Z. (2012). The effect of portfolio assessment on the development of metadiscourse awareness in EFL learners' writing in the academic context. Sheikhbahaee EFL Journal,1(1), 15-38.
Truscott, J. (1999). The case for “the case for grammar correction in L2 writing classes”: A response to Ferris. Journal of Second Language Writing, 8(2), 111-122.
Truscott, J. (2004) Evidence and conjecture on the effects of correction: A response to Chandler. Journal of Second Language Writing, 13(4), 337-343.
Truscott, J. (2007). The effect of error correction on learners' ability to write accurately. Journal of Second Language Writing, 16(4), 255-272.
Van Beuningen, C. G., De Jong, N. H., & Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners’ written accuracy. International Journal of Applied Linguistics, 156, 279-296.
Weigle, S. C. (2002). Assessing writing, Cambridge, Cambridge University Press.
Weiser, I. (1992). Portfolio practice and assessment for collegiate basic writers. In K. B. Yancey (Ed.), Portfolios in the writing classroom: An introduction (pp.89-101). Urbana, IL: National Council of Teachers of English.