1. Arabic & English References:

    1. Ahmadi, K., Gharacheh, A., Dashtaki, A. & Ebdam, R. (2014). The Effect of Metacognitive Learning Strategies Training on Listening Performance of Iranian Intermediate English Language learners.  International Journal of Psychology and Behavioural Research, 3(6), pp.499 – 503. [Online] Available at: http://www.ijpbrjournal.com.
    2. Anderson, J. R. (1983). Integrated skills reinforcement: Reading, writing, speaking, and listening across the curriculum. Longman Publishing Group.
    3. Anderson, J. R. (2015). Cognitive psychology and its implications.8th ed. Freeman Publisher.
    4. Anderson, J., Greeno, J., Kline, P., & Neves, D. (1981). Acquisition of problem-solving skill. Cognitive skills and their acquisition, 191-230.
    5. Benson, P. (2001). Applied Linguistics in action: teaching and researching autonomy in language learning. Harlow: Longman.
    6. Benson, P. (2002). Autonomy and communication. In Benson, B. & Toogood, S. (Eds.), Learner autonomyChallenges to research and practice (pp10–28)..
    7. Blidi, S. (2017). Collaborative learner autonomy. Springer Singapore.
    8. Bozorgian, H. (2015). Less-skilled learners benefit more from metacognitive instruction to develop listening comprehension. International Journal of Research Studies in Language Learning4(1), 3-12.
    9. Brown, A., Bransford, J., Ferrara, R.  & Campione, J. (1983). Learning, remembering, and understanding. In Flavell, J. & Markham, E. (Eds.), Carmichael’s manual of child psychology1, 14- 21.

     

    1. Brown, A., & Palincsar, A. (1982). Inducing strategic learning from texts by means of informed, self-control training. Topics in Learning and Learning Disabilities, 2, pp, 1-17262.
    2. Brown, D. (1994). Principles of language learning and teaching (3rd edition.) Englewood Cliffs, NJ: Prentice Hall.
    3. Buck, G. (1995). How to become a good listening teacher. In Mendelsohn, D. & Rubin, J. (Eds.) A guide for the teaching of second language listening, 113-131, San Diego: Dominie Press.
    4. Chamot, A. (1993). Student responses to learning strategy instruction in the foreign language classroom. Foreign Language Annals26(3),               308-321.
    5. Chamot, A. (1995). Learning strategies and listening comprehension. In Mendelsohn, D. & Rubin, J. (Eds.) A guide for the teaching of second language listening, 13- 30, San Diego: Dominie Press.
    6. Chamot, A. & O’Malley, J. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addison-Wesley Publishing Company.
    7. Chamot, A., & O'Malley, J. (1996). The cognitive academic language learning approach: A model for linguistically diverse classrooms. The elementary school journal96(3), 259-273.
    8. Chamot, A., Barnhardt, S., Beard El-Dinary, P., & Robbins, J. (1999). The learning strategy handbook. New York: Addison Wesley Longman.
    9. Chamot, A., Barnhardt, S., El-Dinary, P., & Robbins, J. (1996). Methods for teaching learning strategies in the foreign language classroom. In Oxford, R. (ed.) Language learning strategies around the world: Cross-cultural perspectives, (Technical Report 13), pp. 175-187. Second Language Teaching and Curriculum Centre, University of Hawaii’, Honolulu HI
    10. Chen, Y. (2005). Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications. TESL-EJ, 8 (4), 1-19.
    11. Chen, Y. (2007). Learning to learn: The impact of strategy training. ELT Journal61(1), 20-29.
    12. Cohen, A. (1990). Language learning: Insights for learners, teachers, and researchers. Heinle & Heinle.
    13. Cohen, A. (1998). Strategies in learning and using a second language. Harlow, Essex: Longman.
    14. Cohen, A. (1999). Language learning strategies instruction and research. In Cotterall, S.& Crabbe, D. (Eds). Learner autonomy in language learning: Defining the field and effecting change, pp. 61-68. Frankfurt: Peter Lang.
    15. Cohen, A. (2011). Second language learner strategies. In Hinkel, E. (ed.) Handbook of research in second language teaching and learning2, pp. 681-698, Routledge, NY.
    16. Cohen, A., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.
    17. Cohen, A., & Scott, K. (1996). A synthesis of approaches to assessing language learning strategies. In Oxford, R. (ed.) Language learning strategies around the world: Cross-cultural perspectives, (Technical Report 13), pp. 89-106. Second Language Teaching and Curriculum Centre, University of Hawaii’, Honolulu HI
    18. Cohen, A., Weaver, S., & Li, T. (1996). The impact of strategies-based instruction on speaking a foreign language. Working paper, University of MinnesotaCenter for Advanced Research in Language Acquisition CARLA.
    19. Crabbe, D. (1999). Defining the field: introduction. In Cotterall, S &Crabbe, D. (Eds.). Learner autonomy in language learning: Defining the field and effecting change. Peter Lang Edition.
    20. Cross, J. (2010). Metacognitive instruction for helping less-skilled listeners. ELT journal65(4), 408-416.
    21. Cross, J. (2011). Social‐cultural‐historical contradictions in an L2 listening lesson: A joint activity system analysis. Language Learning61(3), 820-867.
    22. DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press.
    23. Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press
    24. Ellis, G., & Sinclair, B. (1986). A Systematic Programme of Learner Training: Train the Learner to Learn More Effectively. Techniques of Teaching: from Theory to Practice. Londres: Modern English Publications in Association with the British Council.
    25. Ellis, G., & Sinclair, B. (1989). Learning to learn English: A course in learner training (learner's book). Cambridge: Cambridge University Press.
    26. Ellis, R. (1999). Learning a second language through interaction. John Benjamins Publishing Company, Amsterdam.
    27. Field, J. (2012). Listening instruction. In Burns A. & Richards, J. (Eds.). The Cambridge Guide to Pedagogy and Practice in Second Language Teaching. NY: Cambridge University Press.
    28. Fujiwara, B. (1990). Learner training in listening strategies. JALT Journal12(2), 203-217.
    29. Goh, C. (1997). Metacognitive awareness and second language listeners. ELT journal51(4), 361-369.
    30. Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC journal39(2), 188-213.
    31. Goh, C. (2010). Listening as process: Learning activities for self-appraisal and self-regulation. In Harwood, N. (ed.), Materials in ELT: Theory and practice, pp. 179 -206. Cambridge: Cambridge University Press.
    32. Graham, C. R. (2006). Listening comprehension: the learners’ perspective. System, 34, 165-182.
    33. Grant, L. (1997). Listening to English in the 21st century: The need for learner strategies. Paper presented in the third EFL Skills Conference, pp. 65-71. American University in Cairo, Cairo, Egypt
    34. Higgins, J. (1996). Students’ listening difficulties: The contribution of speech rate. Paper presented in the third EFL Skills Conference, pp. 10-18. American University in Cairo, Cairo, Egypt
    35. Holec, H. (1985). On autonomy: some elementary concepts. Discourse and learning985, 173-190.
    36. McDonough, S. (1995). Strategy and skill in learning a foreign language. London: Arnold.
    37. McDonough, S. (1999a). Learner Strategies. Language Teaching, 32, pp.1-18
    38. McDonough, S. (1999b). A hierarchy of strategies. In Cotterall S.&. Grabbe, D.  (Eds.) Learner autonomy in language learning: defining the field and effecting change, pp. 51-60. Frankfurt: Peter Lang.
    39. Mendelson, D., (1994). Learning to listen: A Strategy-Based Approach for the Second language learner. San Diego: Dominie Press.
    40. Mendelson, D., (1995). Applying learning strategies in the second/foreign language listening comprehension lesson. In Mendelsohn, D. & Rubin, J. (Eds.) A guide for the teaching of second language listening, pp. 132-150. San Diego: Dominie Press
    41. Mendelsohn, D. (1998). Teaching listening. Annual Review of Applied Linguistics, 18, 81-101
    42. Mendelson, D., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego: Dominie Press.
    43. O'Malley, J., Chamot, A., Stewner‐Manzanares, G., Küpper, L and Russo, R. (1985a). Learning strategy use by beginners and intermediate EFL students. Language Learning, 35, pp. 21-46.
    44. Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
    45. Oxford, R. L. (2002). Language learning strategies in a nutshell: Update and ESL suggestions. Methodology in language teaching: An anthology of current practice4(3), 124-132.
    46. Oxford, R. L. (2011). Applied Linguistic in-action series. Teaching and researching language learning strategies. Pearson Education Limited.
    47. Oxford, R. L. (2017). Teaching and researching language learning strategies: Self-regulation in Context (2nd ed.). Routledge
    48. Oxford, R., & Leaver, B. (1996). A synthesis of strategy instruction for language learners. In Oxford, R. (ed.) Language learning strategies around the world: cross-cultural Perspectives (Technical Report 13), pp227-146. Second Language Teaching & Curriculum Centre, University of Hawaii’, Honolulu HI. 
    49. Paulauskas, S. (1994). The effects of strategy training on the aural comprehension of L2 adult learners at the high beginning/low intermediate proficiency level. Unpublished doctoral dissertation. University of Toronto.
    50. Plonsky, L. (2011). The effectiveness of second language strategy instruction: A meta‐analysis. Language learning61(4), 993-1038.
    51. Rost, M. (1994). Introducing Listening. Penguin Group, London.
    52. Rost, M. (2002). Applied linguistics in actionteaching and researching listening. Harlow: Longman. 
    53. Rost, M. (2011). Applied linguistics in actionteaching and researching listening. (2nd ed), Longman, London 
    54. Rost, M., & Ross, S. (1991). Learner use of strategies in interaction: Typology and teachability. Language learning41(2), 235-268.
    55. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal78(2), 199-221.
    56. Rubin, J. (1995). An overview to a guide for the teaching of second language listening. In Mendelsohn, D. & Rubin, J. (Eds.) A guide for the teaching of second language listening, pp.7-12. San Diego: Dominie Press.
    57. Rubin, J., Chamot, A. U., Harris, V., & Anderson, N. J. (2008). Intervening in the use of strategies. In Cohen, A. & Macaro, E. (Eds.) Language Learner Strategies: thirty years of research and practice. Oxford: Oxford University Press
    58. Schwartz, A. (1992). The effect of interactive video training in listening techniques, metacognition and attribution on the listening comprehension of second language video. Unpublished PhD thesis, University of Maryland.
    59. Sinclair, B. (2000). Learner autonomy: The next phase? In Sinclair, B., McGrath, I & Lamb, T., (eds.). Learner autonomy, teacher autonomy: Future directions. The British Council, Pearson Education Limited, England.
    60. Thompson, I., & Rubin, J. (1996). Can strategy instruction improve listening comprehension? Foreign Language Annals29(3), 331-342.
    61. Thornbury, S. (2012). Speaking instruction. In J.C. Richards & A. Burns (eds.), Cambridge guide to pedagogy and practice in second language teaching (pp.198 – 206). Cambridge: Cambridge University Press
    62. Vandergrift, L. (1992). The comprehension strategies of second language (French) listeners. ) PhD (, University of Alberta.
    63. Vandergrift, L. (1996). The listening comprehension strategies of core French high school students, Canadian Modern Language Review, 52,200-23
    64. Vandergrift, L. (1996). The listening comprehension strategies of core French high school students. Canadian Modern Language Review, 52, 200-223.
    65. Vandergrift, L. (2002). Listening: theory and practice in modern foreign language competence.
    66. Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language learning53(3), 463-496.
    67. Vandergrift, L. (2004). Learning to listen or listening to learn? Annual review of Applied Linguistics24,         3-25.
    68. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching40(3), 191-210.
    69. Vandergrift, L., & Baker, S. (2015). Learner variables in second language listening comprehension: An exploratory path analysis. Language Learning65(2), 390-416.
    70. Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
    71. Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: An empirical study. Language learning60(2), 470-497.
    72. Vandergrift, L., Goh, C. C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning56(3), 431-462.
    73. Victoria, M., & Lockhart, W. (1995). Enhancing metacognition in self-directed language learning. System23(2), 223-234.
    74. Wenden, A. (1986a). Incorporating learner training in the classroom. System, 14, 315-325. Wenden 1998
    75. Wenden, A. (1986b). What do second language learners know about their language learning? A second look at retrospective accounts. Applied Linguistics, 7,             186-205.
    76. Wenden, A. (1991). Learner strategies for learner autonomy. Englewood Cliffs, NJ: Prentice Hall.
    77. Wenden, A. (1995). Learner training in context: a knowledge-based approach. System, 23, 183-194.
    78. Wenden, A. (1997). Designing learner training: the curricular questions. In Jacobs, G. (ed.) Language classrooms of tomorrow: issues and response. RELC Anthology, Series, 38.
    79. Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515-537.
    80. Wenden, A. (1999). An introduction to metacognitive knowledge and beliefs in language learning: beyond the basics. System, 27, 435-414.
    81. Wenden, A. (2002). Learner development in language learning. Applied Linguistics, 23, 32-55.
    82. Wenden, A. L. (1996). Learner representations in language learning: relevance and function. In Proceedings of the international conference' AUTONOMY 2000': the development of learning independence in language learning (pp. 234-253).
    83. Wenden, A., & Rubin, J. (1987). Learner strategies in language learning. Prentice/Hall International.
    84. White, G. (2008). Listening and good language learners. In C. Griffiths (Ed.), Lessons from Good Language Learners (208-17). Edinburgh: Cambridge University Press.