You are on page 1of 5



A. Books

Atkinson, D. (2010). Sociocognition: What it can mean for second language acquisition.

In R. Batstone (Ed.), Sociocognitive Perspectives on Language Use and Language

Learning, (pp. 24-39). Oxford: Oxford University Press

Duff, P. A., & Talmy, S. (2011). Language socialization approaches to second language

acquisition: Social, cultural, and linguistic development in additional languages.

In D. Atkinson (Ed.), Alternative Approaches to Second Language Acquisition,

(pp. 95-116). Abingdon: Routledge.

Kumaravadivelu, B. (2003). Beyond methods: Macro strategies for language teaching.

London: Yale University Press.

Shadish, W. R., Cook, T.D., & Campbell, D.T. (2002). Experimental and Quasi Designs

for Generalized Causal Inference. Boston, MA, US: Houghton, Mifflin and

Company p. 103-243

Tudor, E. (2016). Helping pre-intermediate learners develop writing skills using the

process genre approach in formal letters. Oxford University Press.

B. Journals

Akbari, R. (2008).Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652.

Auditor, E. & Naval D.J. (2014). Development and validation of tenth grade physics

modules based on selected least mastered competencies. International Journal of

Education and Research 2(12), 145-152

Barrot, J. (2014a). A sociocognitive -transformative approach to teaching writing:

Theory and praxis. Indonesian Journal of Applied Linguistics, 4(2), 111–120.


Barrot, J. (2014b). A sociocognitive-transformative instructional materials design model

for second language (L2) pedagogy in the Asia Pacific: Development and

validation. The Asia-Pacific Education Researcher, 24(2), 283–297

Barrot, J. (2013). A macro perspective on key issues in English as second language (ESL)

pedagogy in the postmethod era: Confronting challenges through sociocognitive-

transformative approach. The Asia-Pacific Education Researcher, 23(3), 435-449.

Barrot, J. (2015). Examining the teaching beliefs and practices of experienced ESL

teachers: A sociocognitive-transformative perspective. The Southeast Asian

Journal Studies, 22(1), 153-163.

Barrot, J. (2018). Using the sociocognitive-transformative approach in writing

classrooms: Effects on L2 learners’ writing performance. Reading and Writing

Quaterly, 34(2), 187-201.

Cequena, M. (2015). A Comparison of Web-Mediated and Conventional Instruction:

Effects on Students’ Reading and Writing Performance. International Journal of

Languages, Literature and Linguistics. 1(2),93-97

Christie, M., Carey, M., Robertson, A. & Grainger, P. (2015). Putting transformative

learning theory into practice. Australian Journal of Adult Learning. 55(1), 9-30.

Dela Cruz, J.P.C. (2015). Development of an experimental science module to improve

middle school students’ integrated science process skills. Proceedings of the

DLSU Research Congress Vol. 3 2015

Emotin-Bucjan, M.D. (2011). Development and validation of modules in English 2:

Writing in the discipline. JPAIR Multidisciplinary Journal. Vol. 6 ISSN 20123981


Farrell, S. T., & Bennis, K. (2013). Reflecting on ESL teacher beliefs and classroom

practices: A case study. RELC Journal, 44(2), 163-176.

Gustilo, L. (2013). An analysis of writer’s performance, resources, and idea generation

process: The case of Filipino Engineering students. Language Testing in Asia,

3(2), 1-14, doi:10.1186/2229-0443-3-2.

Gustilo, L. (2016). Differences in Less Proficient and More Proficient ESL

CollegeWriting in the Philippine Setting. The Philippine ESL Journal Vol. 16, 27-


Ismail Md. Zain, M. Balakrishnan., Wahid Hashim. (2016). An integral ASIE ID model:

The 21st century instructional design model for teachers. Universal Journal of

Educational Research 4(3): 547-554. DOI: 10.13189/ujer.2016.040311

Karakoç, D., &Köse, G. D. (2017).The impact of vocabulary knowledge on reading,

writing and proficiency scores of EFL learners.Journal of Language and

Linguistic Studies, 13(1), 352-378.

Khalil, K. & Elkhider , E. (2016). Applying learning theories and instructional design

models for effective instruction. Adv Physiol Educ. 40: 147–156 2016.


Kumaravadivelu, B. (2006). TESOL methods: Changing tracks, challenging trends.

TESOL Quarterly, 40, 59-81.

Nardo & Hufana. (2014). Development and evaluation of modules in technical writing.

American Journal of Educational Research, 2(6) 341-350. doi:


Rashidi, N., & Safari, F. (2011). A model of EFL materials development within the

framework of critical pedagogy. English Language Teaching, 4(2), 250-259.

C. Unpublished Thesis

Berboso, F. (2015). Development of EAP-based modules in communication and thinking

skills for computer engineering technology. (Unpublished master’s thesis).

Bulacan State University

D. Publications

Haiyan, M. & Rilong, L. (2016). Classroom EFL writing: The alignment-oriented

approach. English Language Teaching; 9(4), 76-82. ISSN 1916-4742 E-ISSN


Ismail N.,Hussin S.,&Darus S.(2012). ESL tertiary students’ writing problems and needs:

Suggested elements for an additional online writing program (IQ-write) for the

BEL 311 course. The International Journal of Learning. 18 (9), 69-80. ISSN 1447-


Kumi-Yeboah, A. (2014). Transformative learning experiences of international graduate

students from Africa. Journal of International Students. 4(2),109-125. ISSN:

2162-3104 Print/ ISSN: 2166-3750.

Mabuan, R., & Ebron, G. (2016). Blended Learning Approach to Teaching Writing:Using

E-mail in the ESL Classroom. Proceedings of DLSU ResearchCongress. Vol.4.

ISSN 2448-3309

Nguyen, H.T. (2016). Peer feedback practice in EFL tertiary writing classes.

EnglishLanguage Teaching; 9(6),76-91.ISSN 1916-4742

Pacific Policy Research Center. (2010). 21st century skills for students and teachers.

Honolulu: Kamehameha Schools, Research & Evaluation Division.


Partnership for 21st Century Skills.(2015). Reimagining Citizenship for 21st Century. The

William and Flora Hewlett Foundation.

Payman, S. & Gorjian, B. (2014).Effects of task-based strategies on students’ writing

skill among translation students. European Journal of Business and Social

Sciences.3(3),201-216. ISSN: 2235 -767X

Saengboon, S. (2013). Thai English teachers’ understanding of “postmethod pedagogy”:

Case studies of university lecturers. English Language Teaching. 6(12). ISSN


Yang, Y. (2016).Teaching Chinese college ESL writing: A genre-based approach. English

Language Teaching. Canadian Center of Science and Education 9 (9), 36-44.ISSN


E. Electronic Source

Department of Education (2013). K to 12 Senior High School Core Curriculum –

Reading and Writing Skills. December 2013.Retrieved from