[1]
Kumaravadivelu, B., Beyond Methods: Macrostrategies for Language Teaching : Macro-strategies for Language Teaching. Yale University Press, 2003 [Online]. Available: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=3420077
[2]
T. Pica, ‘Tradition and transition in English language teaching methodology’, System, vol. 28, no. 1, pp. 1–18, Mar. 2000, doi: 10.1016/S0346-251X(99)00057-3.
[3]
J. C. Richards and T. S. Rodgers, Approaches and methods in language teaching, 3rd ed., vol. Cambridge language teaching library. Cambridge: Cambridge University Press, 2014.
[4]
D. Larsen-Freeman and M. Anderson, Techniques and principles in language teaching, 3rd ed. Oxford: Oxford University Press, 2011.
[5]
J. Spiro and MyiLibrary, Changing methodologies in TESOL, vol. Edinburgh textbooks in TESOL. Edinburgh: Edinburgh University Press, 2013 [Online]. Available: https://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=1404628
[6]
P. A. Shaw, ‘The Syllabus is Dead, Long Live the Syllabus: Thoughts on the State of Language Curriculum, Content, Language, Tasks, Projects, Materials, Wikis, Blogs and the World Wide Web’, Language and Linguistics Compass, vol. 3, no. 5, pp. 1266–1283, Sep. 2009, doi: 10.1111/j.1749-818X.2009.00154.x. [Online]. Available: https://doi-org.unm-ezproxy.idm.oclc.org/10.1111/j.1749-818X.2009.00154.x
[7]
B. McDevitt, ‘Negotiating the syllabus: a win-win situation?’, ELT Journal, vol. 58, no. 1, pp. 3–9, Jan. 2004, doi: 10.1093/elt/58.1.3.
[8]
J. C. Richards, ‘Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design’, RELC Journal, vol. 44, no. 1, pp. 5–33, Apr. 2013, doi: 10.1177/0033688212473293.
[9]
S. J. Savignon, ‘Beyond communicative language teaching: What’s ahead?’, Journal of Pragmatics, vol. 39, no. 1, pp. 207–220, Jan. 2007, doi: 10.1016/j.pragma.2006.09.004.
[10]
A. Feryok, ‘An Armenian English language teacher’s practical theory of communicative language teaching’, System, vol. 36, no. 2, pp. 227–240, Jun. 2008, doi: 10.1016/j.system.2007.09.004.
[11]
D. Woods and H. Çakır, ‘Two dimensions of teacher knowledge: The case of communicative language teaching’, System, vol. 39, no. 3, pp. 381–390, Sep. 2011, doi: 10.1016/j.system.2011.07.010.
[12]
E. Mikulec and P. C. Miller, ‘Using Project-Based Instruction to Meet Foreign Language Standards’, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, vol. 84, no. 3, pp. 81–86, Mar. 2011, doi: 10.1080/00098655.2010.516779. [Online]. Available: https://doi-org.unm-ezproxy.idm.oclc.org/10.1080/00098655.2010.516779
[13]
R. Ellis, ‘Task-based language teaching: sorting out the misunderstandings’, International Journal of Applied Linguistics, vol. 19, no. 3, pp. 221–246, Oct. 2009, doi: 10.1111/j.1473-4192.2009.00231.x.
[14]
R. Batstone, ‘Language form, task-based language teaching, and the classroom context’, ELT Journal, vol. 66, no. 4, pp. 459–467, Oct. 2012, doi: 10.1093/elt/ccs058.
[15]
P. Robinson, ‘Task-Based Language Learning: A Review of Issues’, Language Learning, vol. 61, pp. 1–36, Jun. 2011, doi: 10.1111/j.1467-9922.2011.00641.x.
[16]
Choo, J.P.L, Too, W.K., ‘Teachers’ Perceptions in Using Task-Based Instruction for the Teaching of Grammar’, Journal of Interdisciplinary Research in Education (JIRE), vol. 2, no. 1, 2012 [Online]. Available: https://university2.taylors.edu.my/jire/downloads/vol2_04.pdf
[17]
B. Kumaravadivelu, ‘TESOL Methods: Changing Tracks, Challenging Trends’, TESOL Quarterly, vol. 40, no. 1, Mar. 2006, doi: 10.2307/40264511.
[18]
D. M. Bell, ‘Do teachers think that methods are dead?’, ELT Journal, vol. 61, no. 2, pp. 135–143, Apr. 2007, doi: 10.1093/elt/ccm006.
[19]
L. Baecher, T. Farnsworth, and A. Ediger, ‘The challenges of planning language objectives in content-based ESL instruction’, Language Teaching Research, vol. 18, no. 1, pp. 118–136, Jan. 2014, doi: 10.1177/1362168813505381.
[20]
J. Cenoz, F. Genesee, and D. Gorter, ‘Critical Analysis of CLIL: Taking Stock and Looking Forward’, Applied Linguistics, vol. 35, no. 3, pp. 243–262, Jul. 2014, doi: 10.1093/applin/amt011.
[21]
J. Echevarria, C. Richards-Tutor, R. Canges, and D. Francis, ‘Using the SIOP Model to Promote the Acquisition of Language and Science Concepts with English Learners’, Bilingual Research Journal, vol. 34, no. 3, pp. 334–351, Oct. 2011, doi: 10.1080/15235882.2011.623600.