Adams, R., Nuevo, A., & Egi, T. (2011). Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? The Modern Language Journal, 95, 42-63.
Al-Faki, I., & Siddiek, A. (2013). Techniques used by teachers in correcting students’ oral errors in an Omani boys school. Theory and Practice in Language Studies, 3(10), 1770-1783.
Anderson, R. J. (1982). The architecture of cognition. Cambridge: Harvard University Press.
Armstrong, A. R., Galligan, R. F., & Critchley, C. R. (2011). Emotional intelligence and psychological resilience to negative life events. Personality and Individual Differences, 51, 331–336.
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.), Affect in language learning (pp. 1–24). Cambridge: Cambridge University Press.
Ashford, S. J. (1986). Feedback-seeking in individual adaptation: A resource perspective. Academy of Management Journal, 29, 465–487.
Egi, T. (2010). Uptake, modified output, and learner perceptions of recasts: Learner responses as language awareness. Modern Language Journal, 94(1), 1-21.
Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto, Canada: Multi-Health Systems, Inc.
Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On and J. D. A. Parker (Eds.), Handbook of emotional intelligence: Theory, development, assessment and application at home, school and in the workplace (pp. 363-88). San Francisco: Jossey-Bass.
Bar-On, R., Brown, J. M., Kirkcaldy, B. D., & Thome, E. P. (2000). Emotional expression and implications for occupational stress: An application of the Emotional Quotient Inventory (EQ-i). Journal of Personality and Individual Differences, 28, 1107-1118.
Biber, D., Nekrasova, T., & Horn, B. (2011). The effectiveness of feedback for L1-English and L2 writing development: A meta-analysis. TOEFL IBT Research Report No. TOEFLiBT-14. Princeton, NJ: Educational Testing Service.
Brett, J. F., & Atwater, L. (2001). 360-degree feedback: Accuracy, reactions and perceptions of usefulness. Journal of Applied Psychology, 86, 930–942.
Caruso, D. R., & Salovey, P. (2004). The emotionally intelligent manager: How to develop and use the four key emotional skills of leadership. San Francisco, CA: Jossey-Bass.
Ciarrochi, J., & Mayer, J. (2007). Applying emotional intelligence: A practitioner’s guide. New York: Psychology Press/Taylor & Francis.
Dawda, D., & Hart, S. D. (2000). Assessing emotional intelligence: Reliability and validity of the Bar-On emotional quotient inventory (EQ-i) in university students. Personality and Individual Differences, 28, 797-812.
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language learner. Mahwah, N. J.: Erlbaum.
Dörnyei, Z. (2014). Researching complex dynamic systems: ‘Retrodictive qualitative modeling’ in the language classroom. Language Teaching, 47, 80-91.
Ellis, R. (2007). The differential effects of corrective feedback on two grammatical structures. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A series of empirical studies (pp. 339–360). Oxford: Oxford University Press.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.
Ferguson, F.J., & Austin, E.J. (2010). Associations of trait and ability emotional intelligence with performance on theory of mind tasks in an adult sample. Personality and Individual Differences, 49, 414-418.
Ferraro, P. J. (2010). Know thyself: Competence and self-awareness. Atlantic Economic Journal, 38, 183–196.
Fineman, S. (2004). Getting the measure of emotion—and the cautionary tale of emotional intelligence. Human Relations, 57, 719–740.
Goleman, D. (1995). Emotional intelligence. New York: Bantam Books.
Goleman, D. (2001). Emotional intelligence: Issues in paradigm building. In C. Cherniss & D. Goleman (Eds.), The emotionally intelligence workplace: How to select for, measure, and improve emotional intelligence in individuals, groups, and organizations (pp. 13–26). San Francisco, CA: Jossey–Bass.
Han, Z. (2002). A study of the impact of recasts on tense consistency in L2 output. TESOL Quarterly, 36(4), 543-572.
Helzer, E. G., & Dunning, D. (2012). Why and when peer prediction is superior to self-prediction: The weight given to future aspiration versus past achievement. Journal of Personality and Social Psychology, 103, 38–53.
Hess, J. D., & Bacigalupo, A. C. (2011). Enhancing decisions and decision making processes through the application of emotional intelligence skills. Management Decision, 49, 710–721.
Kang, E., & Han, Z. (2015). The efficacy of written corrective feedback in improving L2 written accuracy: A meta-analysis. Modern Language Journal, 99(1), 1-18.
Keh, C. L. (1990). Feedback in the writing process: A model and methods for implementation. ELT Journal, 44(4), 294-304.
Khezrlou, S. (2018). Form-focused instruction in CALL: What do learners think? RELC, 1-17.
Khezrlou, S.(2019). Task repetition and corrective feedback: The role of feedback types and structure saliency. English Teaching and Learning, 43(2), 213-233.
Khezrlou, S., Ellis, R., & Sadeghi, K. (2017). Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System, 65, 104-116.
Korsgaard, M. A. (1996). The impact of self-appraisals on reactions to feedback from others: The role of self-consistency and self-enhancement concerns. Journal of Organizational Behavior, 17, 301–311.
Kostoulas, A., Stelma, J., Mercer, S., Cameron, L. J., & Dawson, S. (2018). Complex systems theory as a shared discourse space for TESOL. TESOL Journal, 9(2), 246-260.
Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18(2), 141-65.
Larsen-Freeman, D. (2012). Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202-214.
Larsen-Freeman, D. (2018). Looking ahead: Future directions in, and future research into, second language acquisition. Foreign Language Annals, 51, 55–72.
Larsen-Freeman, D., & Cameron, L. (2008). Research methodology on language development from a complex systems perspective. Modern Language Journal, 92, 200–213.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Lee, E. J. (2013). Corrective feedback preferences and learner repair among advanced ESL students. System, 41, 217-230.
Li, S. (2010). The effectiveness of corrective feedback in SLA: A meta-analysis. Language Learning, 60(2), 309-365.
Lightbown, P. M., & Spada, N. (1990). Focus-on-form and corrective feedback in communicative language teaching: Effects on second language learning. Studies in Second Language Acquisition, 12, 429-448.
Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30, 1018–1034.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in Second Language Acquisition, 19(1), 37-66.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32(Special Issue 02), 265-302.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(1), 1-40.
Mackey, A., & Oliver, R. (2002). Interactional feedback and children's L2 development. System, 30(4), 459-477.
Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivation for learning. In R. E. Snow and M. J. Farr (eds.), Aptitude, learning and instruction: Conative and affective process analyses (pp. 261-265). AAAL.
Motallebzadeh, K., & Azizi V. (2012). The relationship between Iranian EFL learners’ Emotional intelligence and their performance on TOEFL/PBT. International Journal of Linguistics, 4(1), 25-36.
Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. London: Routledge.
Nunan, D. (1991). Language teaching methodology. London: Prentice Hall International.
Ormrod, J. E. (2004). Human learning (4257th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioral validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17, 39–57.
Petrides, K. V., Pita, R., & Kokkinaki, F. (2007). The location of trait emotional intelligence in personality factor space. British Journal of Psychology, 98, 273–289.
Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications. (2nd ed.). Upper Saddle River, NJ: Merrill, Prentice Hall.
Pishghadam, R. (2009). A quantitative analysis of the relationship between emotional intelligence and foreign language learning. Electronic Journal of Foreign Language Teaching, 6, 31–41
Rassaei, E. (2013). Corrective feedback, learners’ perceptions, and second language development. System, 41, 472-483.
Rassaei, E. (2015). Oral corrective feedback, foreign language anxiety and L2 development. System, 49, 98-109.
Richards, C. J., John, P., & Heidi, P. (2000). Longman dictionary of language teaching & applied linguistics. Beijing: Foreign Language Teaching and Research Press.
Russell, J., & Spada, N. (2006). The effectiveness of corrective feedback for the acquisition of L2 grammar. In J. M. Norris & L. Ortega (Eds.), Synthesizing research on language learning and teaching (pp. 133-164). Amsterdam: John Benjamins.
Saeidi, M., & Yusefi, M. (2008). The relationship between EFL learners’ emotional intelligence and critical reading. The Journal of Applied Linguistics, 1(1), 134-161.
Sanz, C., Lado, B., & Bourns, S. K. (2014). Issues in language program direction. Australia: Wadsworth.
Schumann, J. (1994). Where is cognition? Emotion and cognition in second language acquisition. Studies in Second Language Acquisition, 16, 231–242.
Sheen, Y. (2008). Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58(4), 835-874.
Shehadeh, A. (2005). Task-based language learning and teaching: Theories and applications. In C. Edwards, & J. Willis (Eds.), Teachers exploring tasks in English language teaching (pp. 13-30). U.K.: Palgrave Macmillan.
Shipper, F., & Dillard, J. E. (2000). A study of impending derailment and recovery among middle managers across career stages. Human Resource Management Journal, 39, 331–345.
Sitzmann, T., & Johnson, S. K. (2012). When is ignorance bliss? The effects of inaccurate self-assessments of knowledge on learning and attrition. Organizational Behavior and Human Decision Processes, 117, 192–207.
Stevick, E. W. (1995). Affect in learning and memory: From alchemy to chemistry. Paper presented at the Symposium on Humanistic Language Teaching, University of Seville, Seville, Spain.
Swain, M. (1998). Focus on form through conscious reflection. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81). New York: Cambridge University Press.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). Oxford: Oxford University Press.
Vaezi, Sh., Zand-vakili, E., Mohamadkhani, A., & Fardkashani, A. (2013). Emotional intelligence and beneficial utilization of teachers’ corrective feedback (recast and elicitation): Investigating possible relations. World Applied Sciences Journal, 24(1), 64-75.
Yousefi, V. (2016). Corrective feedback preferences among Iranian EFL students. International Journal of Research Studies in Language Learning, 2, 37-45.
Zhao, W. (2015). Learners’ preferences for oral corrective feedback and their effects on second language noticing and learning motivation. Unpublished master’s thesis, McGill University, Montreal, Canada.