___

• Bachman, L. (2002). Some reflections on task-based language performance assessment. Language Testing, 19, 453- 476.
• Bygate, M. (2001). Effects of task repetition on the structure and control of oral language. In M. Bygate, Skehan:, & M., Swain (Eds.), Researching pedagogic tasks: Second language learning, teaching, and testing (pp. 23-48). Harlow: Longman.
• Covington, M. (2000). Goal theory, motivation, and school achievement: An Integrative review. Annual Review of Psychology, 51, 171-200.
• Cumming, A. (2006). Goals for academic writing: ESL students and their instructors. Amsterdam: John Benjamins.
• Dörnyei, Z. (2005). The psychology of language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
• Elder, C., Iwashita, N., & McNamara, T. (2002). Estimating the difficulty of oral proficiency tasks: What does the test-taker have to offer? Language Testing, 19 347-368.
• Elliot, A. (1999). Approach and avoidance motivation and achievement goals. Educational Psychologist, 34, 169-189.
• Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research, 4, 193-220.
• Ellis, R. (2009). Differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics, 30, 474-509.
• Ellis, R., & Barkhuizen, G. (2005). Analysing learner language. Oxford: Oxford University Press. Foster, P., & Skehan, P. (1996). The influence of planning and task type on second language performance. Studies in Second Language Acquisition, 18, 299-323.
• He, T. (2005). Effects of mastery and performance goals on the composition strategy use of adult EFL writers. The Canadian Modern Language Review, 61, 407-431.
• Iwashita, N., McNamara, T., & Elder. C. (2001). Can we predict task difficulty in an oral proficiency test? Exploring the potential of an information processing approach to task design. Language Learning, 21, 401-436.
• Larsen-Freeman, D. (2006). The emergence of complexity, fluency, and accuracy in the oral and written production of five Chinese learners of English. Applied Linguistics, 27, 590-619.
• Lynch, T. & MacLean, J. (2000). Exploring the benefits of task repetition and recycling for classroom language learning. Language Teaching Research, 4, 221-250.
• Midgley, C. (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Erlbaum.
• Midgley, C., Kaplan, A., Middleton, M., Maehr, M., Urdan, T., Hicks, L., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
• Ortega, L. (1995). The effect of planning in L2 Spanish narratives. (Research Note 15). Honolulu, HI: University of Hawai‘i, Second Language Teaching and Curriculum Center.
• Ortega, L. (1999). Planning and focus on form in L2 oral performance. Studies in Second Language Acquisition, 21, 109-148.
• Ortega, L. (2005). What do learners plan? Learner-driven attention to form during pre-task planning. In R. Ellis (ed.), Planning and task performance in a second language (pp. 77-110). Amsterdam: John Benjamins.
• Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
• Plough, I., & Gass, S. (1993). Interlocutor and task familiarity: Effect on interactional structure. In G. Crookes, & S.
• Gass (Eds.), Tasks and language learning: Integrating theory and practice. Clevedon: Multilingual Matters. Skaalvik, E. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-81.
• Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
• Tercanlioglu, L. (2004). Achievement goal theory: A perspective on foreign language learners' motivation. TESL Canada Journal/Revue TESL du Canada, 21, 34-49.