Anthony, L. (2018). Introducing English for specific purposes. Routledge.
Atai, M. R. (2006). EAP teacher education: Searching for an effective model integrating content and language teachers’ schemes [Paper presentation]. PAAL Conference, Kangwong National University.
Atai, M. R., Babaii, E., & Nili-Ahmadabadi, M. (2018). A critical appraisal of university EAP programs in Iran: Revisiting the status of EAP textbooks and instruction. Journal of Language Horizons, 2(1), 31–52.
Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27–38. https://doi.org/10.1016/j.esp.2013.07.007
Atai, M. R., & Taherkhani, R. (2018). Exploring the cognitions and practices of Iranian EAP teachers in teaching the four language skills. Journal of English for Academic Purposes, 36, 108–118. https://doi.org/10.1016/j.jeap.2018.09.007.
Bachman, L. F. (2005). Statistical Analysis for Language Assessment. (2nd ed.). Cambridge University Press.
Benesch, S. (1999). Rights analysis: Studying power relations in an academic setting. English for Specific Purposes, 18(4), 313–327.
Benesch, S. (2001). Critical English for academic purposes: Theory, politics, and practice. Routledge.
Benesch, S. (2009). Theorizing and practicing critical English for academic purposes. Journal of English for Academic Purposes, 8(2), 81–85. https://doi.org/10.1016/j.jeap.2008.09.002.
Benesch, S. (2013). Considering emotions in critical English language teaching: Theories and praxis. Routledge.
Borg, S. (2019). Language teacher cognition: Perspectives and debates. In X. Gao (Ed.), Second handbook of English language teaching (pp.1149–1170). Springer. https://doi.org/10.1007/978-3-030-02899-2_59.
Breunig, M. (2005). Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education, 28(2), 106–122. https://doi.org/10.1177/105382590502800205.
Bronner, S. E. (2017). Critical theory: A very short introduction (Vol. 263). Oxford University Press.
Bruce, I. (2021). Towards an EAP without borders: Developing knowledge, practitioners, and communities. International Journal of English for Academic Purposes: Research and Practice, 1(1), 23–37. https://doi.org/10.3828/ijeap.2021.3.
Chun, C. W. (2019). EAP students co‐constructing alternative narratives: Classroom discursive representations of Islam and democracy. TESOL Quarterly, 53(1), 158–179. https://doi.org/10.1002/tesq.475
Darder, A. (2018). The student guide to Freire’s’ pedagogy of the oppressed’. Bloomsbury.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford university press.
Esfandiari, R. (2015). An investigation into ESAP needs of Iranian BA students of law. Teaching English as a Second Language Quarterly, 34(3), 29–59.
Freire, P. (2020). Pedagogy of the oppressed: Pedagogy of the oppressed. In P. Kuppers & G. Robertson (Eds.), The community performance reader (1st ed., pp. 24–27). Routledge. https://doi.org/10.1007/s11159-020-09872-9
Freire, P., & Freire, A. M. A. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. Continuum.
Guardado, M., & Light, J. (2020). Curriculum development in English for academic purposes: A Guide to Practice. Springer Nature.
Guilherme, M. (2012). Critical pedagogy. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics. Wiley Online Library.
Harwood, N., & Hadley, G. (2004). Demystifying institutional practices: Critical pragmatism and the teaching of academic writing. English for Specific Purposes, 23(4), 355–377. https://doi.org/10.1016/j.esp.2003.08.001.
Hashemi, M. R., & Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. Modern Language Journal, 97(4), 828–852. https://doi.org/10.1111/j.1540-4781.2013.12049.x
Hashemi, M. R., Lamir, A. R., & Namjoo, F. R. (2011). English for BSc students of physical education in Iran: A study of perception of English needs and effectiveness of ESP textbooks. English Language and Literature Studies,1(2), 14-24. https://doi.org/10.5539/ells.v1n2p14.
Hayati, A. M. (2008). Teaching English for special purposes in Iran: Problems and suggestions. Arts and Humanities in Higher Education, 7(2), 149–164. https://doi.org/10.1177/1474022208088645.
Helmer, K. A. (2013). Critical English for academic purposes: Building on learner, teacher, and program strengths. Journal of English for Academic Purposes, 12(4), 273–287. https://doi.org/10.1016/j.jeap.2013.08.003
Hyland, K. (2006). English for academic purposes: An advanced resource book. Routledge.
Johns, A. M. (2013). Rhetorical genre studies (RGS) and the teaching of EFL reading and writing–or genre is much more than text structure [Paper presentation]. CELC Symposium Bridging Research and Pedagogy, National University of Singapore.
Jordan, R. R. (2002). The growth of EAP in Britain. Journal of English for Academic Purposes, 1, 69–78.
Kanno, Y., & Stuart, C. (2011). The development of L2 teacher identity: Longitudinal case studies. Modern Language Journal, 95(2), 236–252.
Khany, R., & Tarlani-Aliabadi, H. (2016). Studying power relations in an academic setting: Teachers’ and students’ perceptions of EAP classes in Iran. Journal of English for Academic Purposes, 21, 72–85. https://doi.org/10.1016/j.jeap.2015.12.002.
Kiany, G. R., & Khayyamdar, M. (2005). Proceedings of the first national conference on teaching English for specific and academic purposes. SAMT.
Marginson, S., & Van der Wende, M. (2007). To rank or to be ranked: The impact of global rankings in higher education. Journal of Studies in International Education, 11(3–4), 306–329. https://doi.org/10.1177/1028315307303544.
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes, 7(4), 277–289. https://doi.org/10.1016/j.jeap.2008.10.008.
Mortenson, L. (2022). Integrating social justice-oriented content into English for academic purposes (EAP) instruction: A case study. English for Specific Purposes, 65, 1–14. https://doi.org/10.1016/j.esp.2021.08.002.
Moslemi, F., Moinzadeh, A., & Dabaghi, A. (2011). ESP needs analysis of Iranian MA students: A case study of the University of Isfahan. English Language Teaching, 4(4), 121–129.
https://doi.org/10.5539/elt.v4n4p121.
Noori, M., & Mazdayasna, G. (2015). EAP programs in a nonnative context: A critical approach. International Journal of Language and Applied Linguistics, 1(3), 46–53. https://doi.org/10.5430/ijelt.v1n2p14
Pennycook, A. (2012). Language and mobility: Unexpected places (Vol. 15). Multilingual Matters.
Rao, X. (2018). University English for academic purposes in China: A phenomenological interview study. Springer.
Reid, J. (2001). Advanced EAP writing and curriculum design: What do we. In T. Silva & P.K. Matsuda (Eds.), On second language writing (pp. 143-160). Lawrence Erlbaum.
Rezaee, A. A., & Kazempourian, S. (2017). A triangulated study of workplace English needs of electrical engineering students. Journal of Modern Research in English Language Studies, 4(4), 1-25.
Shahidipour, V., & Tahririan, M. H. (2017). Evaluation of newly developed EAP textbooks for the students of medicine published by SAMT. Journal of Modern Research in English Language Studies, 4(4), 47-65.
Sharndama, E. C., Samaila, Y., & Tsojon, Y. I. (2014). English for academic purpose: A tool for enhancing students’ proficiency in English language skills. International Journal of English Language Teaching, 1(2), 14–20.
Siu, P. (2019). Co-constructing hybrid genres in Critical EAP: Developing discipline-specific creativity, criticality and literacy in higher education [Paper presentation]. ELC Writing Roundtable, Hong Kong Polytechnic University.
Soodmand Afshar, H., & Movassagh, H. (2016). EAP education in Iran: Where does the problem lie? Where are we heading? Journal of English for Academic Purposes, 22, 132–15.
Tabachnick, B.G. & Fidell, L.S. (2014). Using multivariate statistics (6th Ed.). Pearson.
Tajeddin, Z., & Khodaverdi, N. (2011). EFL teachers' efficacy beliefs: Impacts of gender, experience, and educational background. Iranian Journal of Applied Linguistics, 14(1), 159–182.
Wachob, P. (2009). Power in the EFL classroom: Critical pedagogy in the Middle East. Cambridge Scholars.
Waller, L., Wethers, K., & De Costa, P. I. (2017). A critical praxis: Narrowing the gap between identity, theory, and practice. TESOL Journal, 8(1), 4–27. https://doi.org/10.1002/tesj.256.
Xu, H. (2012). Imagined community falling apart: A case study on the transformation of professional identities of novice ESOL teachers in China. TESOL Quarterly, 46(3), 568–578. https://doi.org/10.1002/tesq.42.
)