Al-Enezi, F. (2005). Academic achievement and its relationship with anxiety, self- esteem, optimism and pessimism in Kuwaiti students. Social Behaviour and Personality, 33(1), 95-104.
Andrade, H. L. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. L. Andrade, & G. J. Cizek, (Eds.), Handbook of formative assessment (pp.118-130). New York: Routledge.
Bachman, L. (1993). Fundamental concepts in language testing. Oxford: Oxford University Press.
Bline, D., Lowe, D. R., Meixner, W. F., Nouri, H., & Pearce, K. (2001). A research note on the dimensionality of Daly and Miller’s writing apprehension scale. Written Communication, 18, 61-79.
Brok, P. D., Levy, J., Brekelmans, M., & Wubbels, T. (2005). The effect of teacher interpersonal behaviour on students' subject-specific motivation. The Journal of Classroom Interaction, 7(7), 20-33.
Brown, H. D., (2001). Teaching by principles: An interactive approach to language pedagogy. New York: Longman/ Pearson Education.
Brown, J. D., & Hudson, T. (2002). Criterion-referenced language testing. Cambridge: Cambridge University Press.
Cheng, W., & Tsai, C. C. (2012). Students’ interpersonal perspectives on conceptions of and approaches to learning in online peer assessment. Australasian Journal of Educational Technology, 28(4), 599-618.
Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(3), 93-121.
Cheng, Y., Horwitz, E., & Schallert, D., (1999). Language writing anxiety: Differentiating writing and speaking components. Language Learning, 49, 417-446.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative and mixed methodologies. Oxford: Oxford University Press.
Ellis, R. (2008). Second language acquisition. Oxford: Oxford University Press.
Falchikov, N. (1995). Improving feedback to and from students. In P. Knight (Ed.), Assessment for learning in higher education. London: Kogan Page.
Falchikov, N. (2001). Learning together: Peer tutoring in higher education. London & New York: Routledge Falmer.
Hansen, J., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, 59, 31-38.
Hsu, H. Y., & Wang, S. (2010). The impact of using blogs on college students' reading comprehension and learning motivation. Literacy Research and Instruction, 50(1), 68-88.
Izanlu, M., & Feyli, S. (2015). The effects of peer-assessment training on psychological and psychometric factors: A case of mainstream high school education. Journal of Language Teaching: Theory And Practice, 1(1), 22-33.
Jahin, J. H. (2012). The effect of peer reviewing on writing apprehension and essay writing ability of prospective EFL teachers. Australian Journal of Teacher Education, 37(11), 60-84.
Ketabi, S., & Torabi, R. (2013). Teaching academic writing in Iranian EFL classrooms: Teacher-initiated comments or peer-provided feedback? Iranian Journal of Research in English Language Teaching 1(2), 99-109.
Kubo, M. (2007). Examining self-confidence variables: An action research inquiry into pair taping (PT) efficacy. Accents Asia [Online], 1 (3), 42-62.
Kurt, G., & Atay, D. (2007). The effects of peer feedback on the writing anxiety of prospective Turkish teachers of EFL. Journal of Theory and Practice in Education, 3(1),12-23.
Lee, L. (2010). Fostering reflective writing and interactive exchange through blogging in an advanced language course. ReCALL, 22(2), 212-227.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of second language proficiency: The role of language anxiety. Language Learning, 47, 265- 287.
Mazdayasna, G., & Tahririan, M. H. (2001). Peer-review, teacher feedback and EFL learners' writing development. AJAl, 5(1),55-67.
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review 9, 129-144.
Peng, J. C. (2010). Peer assessment in an EFL context: Attitudes and correlations. In T. P. Matthew, Y. Watanabe, & S. K. Lee (Eds.), Selected proceedings of the 2008 second language research forum (pp. 89-107). Somerville, MA: Cascadilla Proceedings Project.
Praver, M., Rouault, G., & Eidswick, J. (2011). Attitudes and affect toward peer evaluation in EFL Reading Circles. The Reading Matrix, 11(2), 89-101.
Sambell, K., & McDowell, L. (1998). The construction of the hidden curriculum: Messages and meanings in the assessment of student learning. Assessment and Evaluation in Higher Education, 23(4), 391-402.
Sarafian, I. (2011). Process assessment of a peer education program for HIV prevention among sex workers in Dhaka, Bangladesh: A social support framework. Social Science& Medicine, 75, 668-675.
Smith, H., Cooper, A., & Lancaster, L. (2002). Improving the quality of undergraduate peer assessment: A case for student and staff development. Innovations in Education and Teaching International,39, 71-81.
Smyth, K. (2004). The benefits of students' learning about critical evaluation rather than being summatively judged. Assessment and Evaluation in Higher Education, 29(3), 369-378.
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education. Assessment and Evaluation in Higher Education, 30, 325-341.
Topping, K. J. (2013). Peers as a source of formative and summative assessment. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 395-412). Sage Publications, London,
Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–76.
Topping, K. J.(2003).Self and peer assessment in school and university: Reliability, validity and utility. In M. S. R. Segers, F. J. R. C. Dochy, & E. C. Cascallar (Eds.), Optimizing new modes of assessment: In search of qualities and standards (pp.55–87). Dordrecht, Netherlands: Kluwer Academic Publishers.
Van Droogenbroecka, F., Spruyta, B., & Vanroelenb, C. (2014). Burnout among senior teachers: Investigating the role of workload and interpersonal relationships at work. Teaching and teacher education, 43, 99-109.
Van Gennip, N., Segers, M., & Tillema, H. (2009). Peer assessment for learning: The influence of interpersonal variables and structural features. Educational Research Review 4 (1), 41-54.
VanZundert, M., Sluijsmans, D. M. A., & VanMerriënboer, J. J. G. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270-279.
Webb, N. M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 13-40.
Webb, N. M., & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369-395.