___

• Abeysekera, L. & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: Definition, rationale, and a call for research. Higher Education Research & Development, 34(1), 1-14.
• Alsamdani, H. A. (2010). The relationship between Saudi EFL students’ writing competence, L1 writing proficiency, and self-regulation. European Journal of Social Science, 16(1), 53-63.
• Astin, A. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
• Ausubel, David P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267-272.
• Baranovic, K. (2013). Flipping the first-year composition classroom: Slouching toward the pedagogically hip. Retrieved June 3, 2016, from http://search.proquest.com/docview/1441087946?accountid=12206
• Bax, S. (2003). CALL – past, present, and future. System, 31 (1), 13-28.
• Bell, M. R. (2015). An Investigation of the Impact of a Flipped Classroom Instructional Approach on High School Students' Content Knowledge and Attitudes Toward the Learning Environment. (Master's Thesis). Brigham Young University. Retrieved November 25, 2016, from http://scholarsarchive.byu.edu/etd/4444
• Bergmann, J., Overmyer, J., & Wilie, B. (2012). The flipped class: What it is and what it is not. Retrieved May 7, 2016, from http:// www.thedailyriff.com/articles /the-flipped-class-conversation-689.php
• Bergmann, J., & Sams, A. (2012). Flip your classroom reach every student in every class every day. Eugene, Or.: International Society for Technology in Education.
• Bergmann, J. & Sams, A. (2014). Flipped Learning: Maximizing face time. American Society for Training and Development, 68(2), 28-31. Retrieved June 1, 2016 from http://web.a.ebscohost.com.ezproxy.buid.ac.ae/ehost/pdfviewer/pdfviewer?sid=6d342182-a238-4df3-ad7d-75702d89bbee%40sessionmgr4003&vid=5&hid=4207
• Bishop, J., & Verleger, M. A. (2013, June), The Flipped Classroom: A Survey of the Research Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2—22585
• Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals Handbook I. New York, NY: McKay; Longman.
• Bonk, C. J., & Graham, C. R. (2006). The handbook of blended learning: Global perspectives, local designs. San Francisco: Pfeiffer.
• Bransford, J., Brown, A., & Cocking, R. (Eds.) (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.
• Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Pearson Longman.
• Buckley, C. A., Pitt, E., Norton, B., & Owens, T. (2010). Students' approaches to study, conceptions of learning and judgments about the value of networked technologies. Active Learning in Higher Education, 11(1), 55-65.
• Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.
• Cuban, L. (1983). How did teachers teach, 1890-1980. Theory Into Practice, 22(3), 159.
• DewiSuryani, A. (2014). The use of “flipping classroom” for teaching story-telling to the tenth graders. Ejournal of Universitas Negeri Surabaya. Retrieved December 3, 2016 from ejournal.unesa.ac.id/article/16417/58/article.pdf
• Enfield, J. (2013). Looking at the impact of the flipped classroom model of instruction on undergraduate multimedia students at CSUN. TechTrends: Linking Research & Practice to Improve Learning, 57(6), 14-27.
• Fulton, K. (2012). 10 Reasons to Flip. Phi Delta Kappan, 94 (20), 20-24.
• Green, S. (Ed.). (2000). New perspectives on teaching and learning. Great Britain: Cromwell Press.
• Haake, S. (2013). ‘English in the Cloud’: The experience of one school in moving its curriculum and learning content online. Literacy Learning: The Middle Years, 21(3), 41.
• Han, Y. J. (2015). Successfully flipping the ESL classroom for learner autonomy. NYS TESOL Journal, 2(98), 98-109.
• Huitt, W. (2003) A transactional model of the teaching /learning process. Educational psychology interactive. Valdosta, G.A: Valdosta State University.
• Hung, H. T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28(1), 81-96.
• Ituma, A. N. (2011). An evaluation of students’ perceptions and engagement with e- Learning components in a campus based university. Active learning in Higher Education Journal, 12(1), 57-68.
• Jakeman, V., & McDowell, C. (2008). New insight into IELTS: Student's book with answers (3rd ed.). Cambridge, UK: Cambridge University Press.
• Johnson, C. P. (2014). Increasing students’ academic involvement: Chilean teacher engagement with learners in blended English as a foreign language courses (Doctoral dissertation). Available from ProQuest Dissertations and Theses database.
• Kain, D. J. (2002). Teacher-centered versus student-centered: Balancing constraint and theory in the composition classroom. Pedagogy, 3(1), 104-108.
• Knowlton, D. S. (2000). A theoretical framework for the online classroom: A defense and delineation of a student-centered pedagogy. In R. E. Weiss, D. S. Knowlton, & B. W. Speck (Eds.), Principles of effective teaching in the online classroom (pp. 5-14). San Francisco: Jossey-Bass.
• Kupczynski, L., Stallone Brown, M., & Davis, R. (2008). The Impact of instructor and student interaction in Internet-based courses. Journal of Instruction Delivery Systems, 22(1), 6-11.
• Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31(1), 30-43.
• Lee, S. (2003). Teaching EFL writing in the university: Related issues, insights, and implications. Journal of National Taipei Teachers College, 16(1), 111-136.
• Lewis, G. (2009). Bringing technology into the classroom. New York: Oxford University Press.
• Metcalf, D. (2015). The impact of flipping middle school classroom on student achievement. Unpublished Masters’s degree. California State University, Stanislaus. Retrieved November 25, 2016 from http://scholarworks.csustan.edu/handle/011235813/947
• Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education, 30(4), 159-167.
• Musallam, R. (2013). A pedagogy-first approach to the flipped-classroom. On CUE, 35(1), 6-8.
• Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle& Heinle Publishers.
• Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped classroom. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433-438). Dublin: Research-publishing.net. Ocak, M. A. (2011). Why are faculty members not teaching blended courses? Insights from faculty members. Computers & Education, 56(3), 689-699.
• Oliver, M., & Trigwell, K. (2005). Can Blended Learning be Redeemed?. E-learning, 2(1), 17-26.
• Orlich, D.A., Harder, R.J., Callahan, R.C., Trevisan, M.S., Brown, A.H.& Miller, D.E. (2013). Teaching Strategies: A Guide to Effective Instruction. Wadsworth CENGAGE Learning.
• Rennie, C. (2000). Error Feedback in ESL Writing Classes: What do students really want? (Unpublished master’s thesis), California State University, Sacramento.
• Richards, J. C. (2010). Competence and performance in language teaching. RELC Journal, 41(2), 101-122. Sharma, P. (2010). Blended learning. ELT journal, 64(4), 456-458.
• Smith, R. (2008). Key concepts in ELT: Learner autonomy. ELT Journal, 62(4), 395-396.
• Swain, M. (1995). Three functions of output in second language learning. In G. Cook, & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H. G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
• Sugar, W., Brown, A., & Luterbach, K. (2010). Examining the anatomy of a screencast: Uncovering common elements and instructional strategies. International Review of Research in Open and Distance Learning, 11(3), 1–20.
• Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia-Assisted Language Learning, 18(2), 159-187.
• Szparagowski, R. (2014).The effectiveness of the flipped classroom. Honors Projects, 127, 1-31.
• Talbert, R. (2012). Inverted classroom. Colleague, 9(1), 1-7. Retrieved December 3, 2016 from http://scholarworks.gvsu.edu/colleagues/vol9/iss1/7
• Wai Pong, A. Y. (2015). The influence of flipped classroom instruction on students' understanding and performance in solving quadratic equations. Unpublished doctorial thesis. University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved December 3, 2016 from http://dx.doi.org/10.5353/th_b5703773
• Webb, M., & Doman, E. (2016). Does the flipped classroom lead to increased gains on learning outcome in ESL/EFL contexts? The CATESOL Journal, (28)1, 39-67.
• Wiley, Bethann. (2015). The Impact of the Flipped Classroom Model of Instruction on Fifth Grade Mathematics Students. Retrieved from the University of Minnesota Digital Conservancy, http://hdl.handle.net/11299/174907
• Whyte, S. (2011). Learning theory and technology in university foreign language education: The case of French universities. Arts and Humanities in Higher Education, 10(2), 213-234.