___

• Bandura, A. (1997). Self-Efficacy. The Exercise of Control. New York: W.H. Freeman and Company.
• Barnes, D. (1976). From communication to Curriculum. Harmondsworth: Penguin.
• Bialostosky, D. H. (1998). Liberal education, writing, and the dialogic self. In F. Farmer, (Ed.), Landmark Essays on Bakhtin, Rhetoric and Writing. New Jersey: Hermagoras Press, 187-196.
• Candy, P., Harri-Augstein, S. E. & Thomas, L. (1989). Reflection and the self-organised learner: A model of learning conversations. In D. Boud, R. Keogh & D. Walker. (Eds.), Reflection: Turning Experience into Learning, London: Kogan Page.
• Clark, A. (1997). Being There: Putting Brain, Body and World Together Again. London: The MIT Press.
• Cox, M. J. (1999). Motivating pupils through the use of ICT. In M. Leask. & N. Pachler. (Eds.), Learning to Teach Using ICT in the Secondary School, London: Routledge, Taylor and Francis Group, 19-35.
• Dam, L. (2000). Why focus on learning rather than teaching? From theory into practice. In D. Little, L. Dam & J. Timmer, (Eds.), Focus on Learning rather than Teaching: Why and How? Papers from IATEFL conference on Learner Independence, Krakow, 14-16th May 1998, Dublin: CLC, Trinity College, 18-37.
• Gombert, J.E. (1992). Metalinguistic Development. Chicago: University of Chicago Press.
• Graham, S., Harris, K.R. & Troia, G.A.. (1998). Writing and Self-regulation: Cases from the self-regulated strategy development model. In D.H. Schunk & B.J. Zimmerman B.J, (Eds.), Self-Regulated Learning. From Teaching to Self-Reflective Practice, New York: The Guilford Press, 20-41.
• Haigh, M.J. (2001). Constructing Gaia: Using journals to foster reflective writing. Journal of Geography in Higher Education, 25(2), 167-189.
• Jeffrey Cantrell, R. (1997). K-W-L learning journals: A way to encourage reflection. Journal of Adolescent & Adult Literacy, 40 (5), 392-394.
• Kemble, I. R. & Brierley, W. (1991). Word Processing. In W. Brierley & I.R. Kemble, (Eds.), Computers as a Tool in Language Teaching, West Sussex: Ellis Horwood Limited, 11-22.
• Little, D. (1996). Freedom to learn and compulsion to interact: Promoting learner autonomy through the use of Information systems and Information Technologies. In R. Pemberton, E.S.L. Li, W.W.F Or & H.D. Pierson, (Eds.), Taking Control: Autonomy in Language Learning, Hong Kong: Hong Kong University Press, 203-218.
• Little, D. (1997). The role of writing in second language learning: Some Neo-gotskian reflections. Peter Lang: Europaischer Verlag der Wissenchaften, Sonderdruck.
• Little, D. (2001). We’re all in it together: exploring the interdependence of teacher and learner autonomy. In L. Karlsson & F. Kjisik & J. Nordlund, (Eds.), All Together Now (Papers from the 7th Nordic Conference and Workshop on Autonomous Language Learning, Helsinki, September 2000) Helsinki: University of Helsinki Language Centre, 45-56.
• Little, D., & Perclová, R. (2001). The European Language Portfolio: a Guide for Teachers and Teacher Trainers. Strasbourg: Council of Europe.
• Orhun, E. (2002). Design of computer-based cognitive tools. In E. Orhun & P.A.M. Kommers , (Eds.), Information and Communication Technologies in Education. A focus on Cognitive Tools, İzmir: Ege University, 157-174.
• O’Rourke, R. (1998). The learning journal: from chaos to coherence. Assessment & Evaluation in Higher Education, 23(4), 403-413.
• Schunk, D. H. (2001). Social cognitive theory and self-regulated Learning. In B.J. Zimmerman & D.H. Schunk, (Eds.), Self- Regulated Learning and Academic Achievement- Theoretical Perspectives. New Jersey: Lawrence Erlbaum Associates Publishers, 125-151.
• Vygotsky, L. S. (1978). Mind in Society. The Development of Higher Psychological Process. In M. Cole, V. John-Steiner, S. Scribner. & E. Souberman E, (Eds.), L.S. Vygotsky Mind in Society, Massachusetts: Harvard University Press.
• Winne, P.H. & Stockley, D.B. (1998). Computing technologies as sites for developing self-regulated learning. In D.H. Schunk & B.J. Zimmerman, (Eds.), Self-Regulated Learning. From Teaching to Self-Reflective, New York: Practice The Guilford Press, 106-136.
• Yıldırım, A. (1997). Teaching and learning of middle school social studies in Turkey: An analysis of curriculum implementation. Mediterranean Journal of Educational Studies, 2 (2), 63-84.
• Yumuk, A. (2002). Letting go of control to the learners: the role of the Internet in promoting a more autonomous view of learning in an academic translation course. Educational Research, 44 (2), Summer, 141-156.
• Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. J. Zimmerman. & D.H. Schunk, (Eds.), Self-Regulated Learning and Academic Achievement. Theoretical Perspectives, New Jersey: Lawrence Erlbaum Associates Publishers, 1-37.
• Zimmerman, B.J., Bonner, S, & Kovach, R. (2002). Developing Self-Regulated Learners. Beyond Achievement to Self-Efficacy. Washington D.C: American Psychological Association.
• Zvacek, S. M. (1992). Word-processing and the teaching of writing. In J. Hartle, (Ed.), Technology and Writing. Readings in the Psychology of Written Communication, London: Jessica Kingsley Publishers, 57-64.