Afshari, S., & Oroujlou, N. (2012). Reexamining the role of implicit and explicit focus on form: Iranian EFL context. International Journal of Linguistics, 4(1), 306-322.
Anderson‐Hsieh, J., Johnson, R., & Koehler, K. (1992). The relationship between native speaker judgments of nonnative pronunciation and deviance in segmentals, prosody, and syllable structure. Language learning, 42(4), 529-555.
Attia, A. E. (2002). The effect of a strategy-based instruction programme on developing EFL listening comprehension skills. (Unpublished PhD Dissertation), University of Warwick, UK.
Attia, A. E. and Salem, M. S. (2018). Foreign Language Speaking Apprehension among EFL Learners: An Explanatory Sequential Mixed Methods Design. Faculty of Education Journal, Tanta University, 70(2:4), 72-116.
Baker, A. A. (2011). ESL teachers and pronunciation pedagogy: Exploring the development of teachers' cognitions and classroom practices. In J. Levis & K. LeVille (Eds.), Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference (pp. 82-94). Ames, IA: Iowa State University
Beckers, J., Dolmans, D., & Van Merriënboer, J. (2016). e-Portfolios enhancing students’ self-directed learning: A systematic review of influencing factors. Australasian Journal of Educational Technology, 32(2). https://doi.org/10.14742/ajet.2528
Brown, G. (1990). Teaching the spoken language. (2nd edition). Cambridge: Cambridge university press.
Brown, G. (2017). Listening to spoken English. New York: Routledge.
Brown, J. D. (2006). Authentic communication: Whyzit importan’ta teach reduced forms. In T. Newfields et al. Authentic Communication: Proceedings of the 5th Annual JALT Pan-SIG Conference (pp. 13-24).
Brown, J. D., & Hilferty, A. (1986). The effectiveness of teaching reduced forms of listening comprehension. RELC Journal, 17(2), 59-70.
Brown, J. D., & Kondo-Brown, K. (2006). Introducing connected speech. Perspectives on teaching connected speech to second language speakers, 1-15.
Cauldwell, R. (2002). Streaming speech: Listening and pronunciation for advanced learners of English. Speech in action, 731-740.
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (1996). Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge University Press.
Celce-Murcia, M., Brinton, D., & Goodwin, J. with Griner, B. (2010). Teaching pronunciation: A course book and reference guide. Cambridge University Press
Cenoz, J., & Lecumberri, M. L. G. (1999). The acquisition of English pronunciation: Learners' views. International Journal of Applied Linguistics, 9(1), 3-15.
Champagne-Muzar, C., Schneiderman, E. J., & Bourdages, J. S. (1993). Second language accent: The role of the pedagogical environment. IRAL: International Review of Applied Linguistics in Language Teaching, 31(2), 143.
Chela-Flores, B. (1994). On the acquisition of English rhythm: Theoretical and practical issues. International Review of Applied Linguistics in Language Teaching, 32(3), 232.
Chun, D. (2002). Discourse intonation in L2. Amsterdam: Benjamins.
Chung, (2007). Morpheme-based modelling of pronunciation variation for large vocabulary continuous speech recognition in Korean, IEICE transactions on Information and Systems, E90-D. 7. Pp. 1063 – 1072.
Collins, B., & Mees, I. M. (2008). Pronouncing dictionaries: Mid-19th century to the present day. In Oxford History of Lexicography (pp. 176-218). Oxford University Press. Coniam, 2002
Couper, G. (2016). Teacher cognition of pronunciation teaching amongst English language teachers in Uruguay. Journal of Second Language Pronunciation, 2(1), 29-55.
Crystal, D. (2011). Sounding out Shakespeare: Sonnet Rhymes in Original Pronunciation. Jezik u Upotrebi: primenjena lingvsitikja u cast Ranku Bugarskom. Novi Sad and Belgrade: Philosophy faculties, 295-306.
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford University Press.
Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2013). Creative learning environments in education—A systematic literature review. Thinking skills and creativity, 8, 80-91.
De Bot, K. (1983). Visual feedback of intonation I: Effectiveness and induced practice behavior. Language and speech, 26(4), 331-350.
De Bot, K., & Mailfert, K. (1982). The teaching of intonation: Fundamental research and classroom applications. TESOL Quarterly, 16(1), 71-77.
Derwing, T. M., & Munro, M. J. (2005). Second language accent and pronunciation teaching: A research‐based approach. TESOL quarterly, 39(3), 379-397.
Derwing, T. M., & Munro, M. J. (2009). Putting accent in its place: Rethinking obstacles to communication. Language teaching, 42(4), 476-490.
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research (Vol. 42). John Benjamins Publishing Company.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language learning, 48(3), 393-410.
Derwing, T. M., Munro, M. J., & Wiebe, G. (1998). Evidence in favor of a broad framework for pronunciation instruction. Language learning, 48(3), 393-410.
Edwards, L. D. (1992). A comparison of children's learning in two interactive computer environments. Journal of Mathematical Behavior, 11(1), 73-82.
Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39, 399-423.
Foote, J. A., Holtby, A. K., & Derwing, T. M. (2012). Survey of the teaching of pronunciation in adult ESL programs in Canada, 2010. TESL Canada Journal, 29(1), 1-22.
Fouz-González, J. (2017). Pronunciation instruction through Twitter: the case of commonly mispronounced words. Computer Assisted Language Learning, 30(7), 631-663.
Fraser, H. (2000). Coordinating improvements in pronunciation teaching for adult learners of English as a second language. DETYA (ANTA Innovative project).
Fraser, H., & Department of Education, Training and Youth Affairs (DETYA). (2001). Teaching Pronunciation: A handbook for teachers and trainers. Three Frameworks for an Integrated Approach. New South Wales.
Gilakjani, A. P. (2012). Visual, auditory, kinesthetic learning styles and their impacts on English language teaching. Journal of studies in education, 2(1), 104-113.
Gilbert, J. (1993). Clear speech (3rd ed.). New York: Cambridge University Press
Gilbert, J. (1995). Pronunciation practice as an aid to listening comprehension. A guide for the teaching of second language listening, 97-102.
Gilbert, J. U. D. Y. (2001). Six pronunciation priorities for the beginning student. The CATESOL Journal, 13(1), 173-182.
Goodwin, J. (2001). Teaching pronunciation. Teaching English as a second or foreign language, 3, 117-137.
Hahn, L. (2004). Primary stress and intelligibility: Research to motivate the teaching of suprasegmentals. TESOL Quarterly, 38, 201-223.
Hatch, E. and Lazaraton, A. (1991) The Research Manual Design and Statistics for Applied Linguistics. Heinle & Heinle, Boston
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford, England Oxford University Press
Hewings, M. (2004). Pronunciation practice activities: A resource book for teaching English pronunciation. Ernst Klett Sprachen.
Hill, J. R., Song, L., & West, R. E. (2009). Social learning theory and web-based learning environments: A review of research and discussion of implications. The Amer. Jrnl. of Distance Education, 23(2), 88-103.
Isaacs, T., & Trofimovich, P. (2012). Deconstructing comprehensibility: Identifying the linguistic influences on listeners’ L2 comprehensibility ratings. Studies in Second Language Acquisition, 34(3), 475-505.
Jenkins, J. (2002). A sociolinguistic ally-based, empirically researched pronunciation syllabus for English as an international language. Applied linguistics, 23(1), 83-103
Kaltenböck, G. (2002). That’s it? On the unanticipated ‘controversy’ over anticipatory it: A reply to Aimo Seppänen. English Studies, 83(6), 541-550.
Kaufmann, H and V W Westwood 2002. Connected Speech (CD-ROM). Hurstbridge, Victoria: Protea Text ware Pty Ltd
Kelly, L. G. (1969). 25 Centuries of Language Teaching. Newbury House Publishers
Kendrick, H. (1997). Keep them talking! A project for improving students' L2 pronunciation. System, 25(4), 545-560.
Kennedy, S., & Trofimovich, P. (2010). Language awareness and second language pronunciation: A classroom study. Language Awareness, 19(3), 171-185.
Khanbeiki, R., & Abdolmanafi-Rokni, S. J. (2015). The Effect of Explicit vs. Implicit Instruction on the Learnability of English Consonant Clusters by Iranian Learners of English. Advances in Language and Literary Studies, 6(2), 103-112.
Kuo, H.C. 2009. The effect of English linking instruction on EFL elementary school students’ speech production and phonological awareness. Unpublished MA thesis, National Chung Cheng University, Chiayi, Taiwan.
Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60.
Lass, R. (1984). Phonology: an introduction to basic concepts. Cambridge: Cambridge University Press
Levis, J. M. (2005). Changing contexts and shifting paradigms in pronunciation teaching. TESOL Quarterly, 39(3), 369-377.
Macdonald, D., Yule, G., & Powers, M. (1994). Attempts to improve English L2 pronunciation: The variable effects of different types of instruction. Language Learning, 44(1), 75-100.
MacDonald, S. (2002). Pronunciation-views and practices of reluctant teachers. Prospect, 17(3), 1-18
McNerney, M., & Mendelsohn, D. (1992). Suprasegmentals in the pronunciation class: Setting priorities. Teaching American English pronunciation, 185-196.
Melenca, M.A. (2001). Teaching connected speech rules to Japanese speakers of English so as to avoid a staccato speech rhythm. Unpublished thesis, Concordia University
Mohsin, N. (2012). Improving pronunciation of secondary school teachers through computer-assisted learning: An experience. In Proceedings of the European Conference LINQ (pp. 134-142). Brussels, Belgium: University of Duisburg-Essen Germany (UDE);
Moos, D. C., & Azevedo, R. (2009). Learning with computer-based learning environments: A literature review of computer self-efficacy. Review of Educational Research, 79(2), 576-600.
Moreno, R., & Mayer, R. (2007). Interactive multimodal learning environment. Educational Psychology Review, 19(3), 309-326.
Morley, J. (1991). The pronunciation component in teaching English to speakers of other languages. TESOL quarterly, 25(3), 481-520.
Morley, J. (1999). New developments in speech/pronunciation instruction. As we speak, 2(1), 1-5.
Muller Levis, G., & Levis, J. (2012). Learning to produce contrastive focus: A study of advanced learners of English. In J. Levis & K. LeVelle (Eds.), Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 124-133). Ames: Iowa State University
Munro, M. J., & Derwing, T. M. (1995). Foreign accent, comprehensibility, and intelligibility in the speech of second language learners. Language learning, 45(1), 73-97.
Murphy, A. F. (2014). The effect of dual-language and transitional-bilingual education instructional models on Spanish proficiency for English language learners. Bilingual Research Journal, 37(2), 182-194.
Murphy, J. (1997). Phonology courses offered by MATESOL programs in the United States. TESOL Quarterly, 31(4), 741-764.
Oxford, R. L., & Scarcella, R. C. (1994). Second language vocabulary learning among adults: State of the art in vocabulary instruction. System, 22(2), 231-243.
Papachristou, V. (2014). The effective of explicit or implicit pronunciation teaching to Greek learners of English: the case of acquisition of English vowels. Doctoral dissertation. Aristotle University of Thessaloniki.
Papavlasopoulou, S., Giannakos, M. N., & Jaccheri, L. (2017). Empirical studies on the Maker Movement, a promising approach to learning: A literature review. Entertainment Computing, 18, 57-78.
Pardo, L. S. (2004). What every teacher needs to know about comprehension. The reading teacher, 58(3), 272-280.
Pennington, M. C., & Ellis, N. C. (2000). Cantonese speakers' memory for English sentences with prosodic cues. The Modern Language Journal, 84(3), 372-389.
Pennington, M. C., & Richards, J. C. (1986). Pronunciation revisited. TESOL quarterly, 20(2), 207-225.
Perlmutter, M. (1989). Intelligibility rating of L2 speech pre-and postintervention. Perceptual and Motor Skills, 68(2), 515-521.
Roach, P. (2004). British English: Received pronunciation. Journal of the International Phonetic Association, 34(2), 239-245.
Roads, J. (1999). Teachers’ beliefs and practices in the teaching of intonation in English. Speak Out!(Newsletter of the IATEFL Pronunciation Special Interest Group), 25, 18-25.
Rossiter, M. J. (2009). Perceptions of L2 fluency by native and non-native speakers of English. Canadian Modern Language Review, 65(3), 395-412.
Saito, K. (2013). Reexamining effects of form-focused instruction on L2 pronunciation
development: The role of explicit phonetic information. Studies in Second Language Acquisition, 35(1), 1-29.
Saito, K., & Lyster, R. (2012). Effects of form‐focused instruction and corrective feedback on L2 pronunciation development of/ɹ/by Japanese learners of English. Language Learning, 62(2), 595-633.
Sardegna, V. G. (2009). Improving English stress through pronunciation learning strategies. University of Illinois at Urbana-Champaign.
Sardegna, V. G. (2012). Learner differences in strategy use, self-efficacy beliefs, and pronunciation improvement. In Social factors in pronunciation acquisition. Proceedings of the 3rd Pronunciation in Second Language Learning and Teaching Conference (pp. 39-53). Iowa State university.
Sardegna, V., & McGregor, A. (2013). Scaffolding students’ self-regulated efforts for effective pronunciation practice. In Pronunciation and assessment. Proceedings of the 4th Pronunciation in Second Language Learning and Teaching Conference (pp. 182-193). Iowa State University.
Sardegna, V.G. 2011. Pronunciation learning strategies that improve ESL learners’ linking. In: Proceedings of the 2nd Pronunciation in Second Language Learning and Teaching Conference, J. Levis and K. LeVelle (eds.), 105–121, Ames, IA: Iowa State University. Scheibman, J. 200.
Setter, J., & Jenkins, J. (2005). Pronunciation. Language teaching, 38(1), 1-17.
Sifakis, N. C., & Sougari, A. M. (2005). Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs. Tesol Quarterly, 39(3), 467-488.
Steffensen, S. V., & Fill, A. (2014). Ecolinguistics: the state of the art and future horizons. Language sciences, 41, 6-25.
Tajima, K., Port, R., & Dalby, J. (1997). Effects of temporal correction on intelligibility of foreign-accented English. Journal of Phonetics, 25(1), 1-24.
Tench, P. (1981). Pronunciation skills. London: Macmillan.
Tench, P. (1996). Intonation and the differentiation of syntactic patterns in English and German. International Journal of Applied Linguistics, 6(2), 223-256.
Trofimovich, P., & Baker, W. (2006). Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in second language acquisition, 28(1), 1-30.
Trouvain, J., & Gut, U. (Eds.). (2008). Non-native prosody: Phonetic description and teaching practice (Vol. 186). Walter de Gruyter.
Ur, P. (1984) Teaching listening comprehension. Cambridge: Cambridge University Press.
Watkins, M. A., Rauber, A. S., & Baptista, B. O. (Eds.). (2009). Recent research in second language phonetics/phonology: Perception and production. Cambridge Scholars Publishing.
Webber, G., & Miller, D. (2016). Progressive pedagogies and teacher education: A review of the literature. McGill Journal of Education/Revue des Sciences de L'éducation de McGill, 51(3), 1061-1079.
Weinstein, N. J. (2001). Whaddaya say? Guided practice in relaxed speech. Boston: Allyn & Bacon
Wong, R. (1987). Teaching Pronunciation: Focus on English Rhythm and Intonation. Language in Education: Theory and Practice, No. 68.
Young, L. (1994) University Lectures—macro-structure and micro-features. In Flowerdew, J. (ed.) Academic listening: research perspectives, pp. 159-180. Cambridge: Cambridge University Press.
Zielinski, B. W. (2008). The listener: No longer the silent partner in reduced intelligibility. System, 36(1), 69-84.