Boud, D., Keogh, R. & Walker, D. (1985). Reflection: turning experience into learning. New York: Kogan Page. Bourner, T. (2003). Assessing reflective learning. Education and Training, 45(5), 267-272. Boyd, E.M. & Fales, A.W. (1983). Reflective learning: key to learning from experience. Journal of Humanistic Psychology, 23, 99-117. Burke, P.J. & Dunn, S. (2006). Communicating science: Exploring reflexive pedagogical approaches. Teaching in Higher Education, 11(2), 219-231. Chau, J. (2010). Reflective portfolios: Effects on learning English as a second language. Berlin: Lambert Academic Publishing. Cheng, G. & Chau, J. (2009). Digital video for fostering self-reflection in an ePortfolio environment. Learning, Media and Technology, 34(4), 337-350. Clegg, S. (2004). Critical readings: progress files and the production of the autonomous learner. Teaching in Higher Education, 9(3), 287-298. Cunningham, A.C. (2009). Encouraging a reflective disposition: scaffolding critical thought through portfolio development. In J. Zubizarreta (Ed.), The learning portfolio: Reflective practice for improving student learning (pp.121-139). San Francisco: Jossey-Bass. Dewey, J. (1938). Experience and education. New York: Simon & Schuster. Dewey, J. (1960). How we think. Lexington, MA: D.C. Heath and Company. Fox, J., Wesche, M., Bayliss, D., Cheng, L., Turner, C.E. & Doe, C. (2007). Language testing reconsidered. Ottawa: University of Ottawa. Fulcher, G. & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London: Routledge.
31
Chau, J., & Cheng, G., The Journal of Language Teaching and Learning, 2012–2(1), 15-32
Hillocks, G. (1995). Teaching writing as reflective practice. New York: Teachers’ College Press, Columbia University. Hsiao, T. & Oxford, R.L. (2002). Comparing theories of language learning strategies: a contemporary factor analysis. The Modern Language Journal, 86, 368-383. Hyland, K. (2003). Second language writing. Cambridge: Cambridge University Press. Hyland, K. (2006). English for academic purposes: an advanced resource book. London: Routledge. Johnson, K. (2001). An introduction to foreign language learning and teaching. Farlow, England: Longman.
Joint Information Systems Committee (JISC) (2008). Effective practice with e-portfolios: supporting 21st century learning. Retrieved August 2, 2011 from http://www.jisc.ac.uk/media/documents/publications/effectivepracticeepor... Jones, M. & Shelton, M. (2006). Developing your portfolio: Enhancing your learning and showing your stuff. New York: Routledge. Kember, D., Jones, A., Loke, A., McKay, J., Sinclair, K., Tse, H., Webb, C., Wong, F., Wong, M. & Yeung, E. (1999). Determining the level of reflective thinking from students’ written journals using a coding scheme based on the work of Mezirow. International Journal of Lifelong Education, 18(1), 18-30. Korthagen, F. & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and Teaching: Theory and Practice, 11(1), 47-51. Loughran, J.J. (2002). Effective reflective practice: in search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. McGivern, J. & Thompson, J. (2004). Dialoguing for development: lessons for reflection. In M. Reynolds & R. Vince (Eds.), Organising reflection (pp.142-155). Hampshire, England: Ashgate. Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Morrison, K. (1996). Developing reflective practice in higher degree students through a learning journal. Studies in Higher Education, 21(3), 317-332. Newton, J.M. (2000). Uncovering knowing in practice amongst a group of undergraduate student nurses. Reflective Practice, 1(2), 183-198. Nunan, D. (2007). What is this thing called language? New York: Palgrave Macmillan. Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing an informed practice. ELT Journal, 58(4), 327-335. Orland-Barak, L. (2005). Portfolios as evidence of reflective practice: what remains ‚untold‛. Educational Research, 47(1), 25-44. Pierson, W. (1998). Reflection and nursing education. Journal of Advanced Nursing, 27, 165-170. Plack, M.M., Driscoll, M., Blissett, S., McKenna, R. & Plack, T.P. (2005). A method for assessing reflective journal writing. Journal of Allied Health, 34 (4), 199-208. Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books. Schon, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass. Scott, T. (2005). Creating the subject of portfolios: reflective writing and the conveyance of institutional prerogatives. Written Communication, 22(3), 1-35. Sparks-Langer, G.M., Simmons, J.M. & Pasch. M. (1990). Reflective pedagogical thinking: How can we promote it and measure it? Journal of Teacher Education, 41(4), 23-32. Thorpe, K. (2004). Reflective learning journals: from concept to practice. Reflective Practice 5(3), 327-343. Wallman, A., Lindblad, A.K., Hall, S., Lundmark, A. & Ring, L. (2008). A categorization scheme for assessing pharmacy students’ levels of reflection during internships. American Journal of Pharmaceutical Education, 71(1), 1-10. Welsh, M.A. & Dehler, G.E (2004). P(l)aying attention: communities of practice and organised reflection. In M. Reynolds & R. Vince (Eds.), Organising reflection (pp.15-29). Hampshire, England: Ashgate. Willis, H. P. Gravestock & Jenkins, M. (2006). Throwing a pebble into the pond: ePortfolios and student engagement. In Who’s learning? Whose technology? Proceedings of the 23rd ACILITE Conference (pp.883-888). Sydney: Sydney University Press. Yancey, K.B. (1998). Reflection in the writing classroom. Logan, Utah: Utah University Press.
Thank you for copying data from http://www.arastirmax.com