Azevedo, R. & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition – implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.
Azevedo, R., Moos, D.C., Greene, J.A., Winters, F.I. & Cromley, J.G. (2008). Why is externally-facilitated regulated learning more effective than self-regulated learning with hypermedia? Educational Technology Research and Development, 56(1), 45–72.
Bell, P. & Davis, E.A. (2000). Designing methodd: scaffolding students’ reflection and argumentation using a cognitive software guide. In S. O’Connor-Divelbiss (Ed.), Proceedings of the 4th International Conference of the Learning Sciences (pp. 142–149). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Cho, K. & Schunn, C. (2007). Scaffolded writing and rewriting in the discipline: A web-based reciprocal peer review system. Computers and Education, 48(3), 409–426.
Deatline-Buchman, A, & Jitendra, A. K. (2006). Enhancing argumentative essay writing of fourth-grade students with learning disabilities. Learning Disability Quarterly, 29(1), 39–54.
Devolder, A, van Braak, J, & Tondeur, J. (2012). Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education. Journal of Computer Assisted Learning, 1–17.
Elson, J. M. (2011). A process-genre approach to teaching argumentative writing to grade nine learners, (a master’s thesis), University of Rhodes, Grahamstown, South Africa.
Erfani, N. (2016). developing measurement model of cognitive and metacognitive learning strategies. Journal of Research in School and Virtual Learning, 12, 7–16.
Galvis. L.A.P. (2014). Fostering self-efficacy for descriptive writing in a group of participants from the six grade in A1 level through scaffolding strategies, (a master’s thesis), University of Sabana, Chía, Colombia.
Gilmore, A. (2009). Using online corpora to develop students’ writing skills. ELT Journal, 63(4), 363–372.
Graham, S. & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35, 3–12.
Hammann, L.A. (2005). Self-regulation in academic writing tasks. International Journal of Teaching and Learning in Higher Education, 17(1), 15–26.
Hassan, M. K., & Akhand, M. M. (2010). Approaches to writing in EFL/ESL context: balancing product and process in writing class at tertiary level. Journal of NELTA, 15 (1), 77–88.
Hayes, J.R. & Flower, L.S. (1980). Identifying the organization of writing processes. In L. W. Gregg, & E. R. Steinberg (Eds.). Cognitive Processes in Writing (pp. 3–30). Hillsdale, NJ: Erlbaum.
Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 67–78.
Jafarigohar, M., Mortazavi, M. (2015). The differential impact of focused and unfocused oral scaffolds on EFL learners' cognitive knowledge and cognitive regulation. Research in School and virtual learning. 2(7), 101–114.
Kamimura, T. (2000). Integration of process and product orientations in EFL writing instruction. RELC Journal, 31(2), 1–28.
Kanlapan, T. C. E., and Velasco, J. C. (2009). Constructing a self-regulation scale contextualized in writing. TESOL Journal, 1, 79–94.
Lai, G., & Calandra, B. (2010). Examining the effects of computer-based scaffolds on novice teachers’ reflective journal writing. Education Tech Research Development, 58, 421–437.
Miao, Y., Badger, R., & Zhen, Y. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, 179–200
Molenaar, I., van Boxtel, C., & Sleegers, P.J.C. (2011). The effects of scaffolding metacognitive activities in small groups. Computers in Human Behavior, 26, 1727–1738.
Molenaar, I., Roda, C., van Boxtel, C., Sleegers, P J. C. (2012). Dynamic scaffolding of socially regulated learning in a computer-based learning environment. Computers and Education, 59, 515–523.
Panahi, P., Birjandi, P., & Azabdaftari, B. (2013). Toward a sociocultural approach to feedback provision in L2 writing classrooms: the alignment of dynamic assessment and teacher error feedback. Language Testing in Asia, 3(13), 1–10.
Poorasghar, N., Kiamanesh, A.R. Sarmadi, M. R. (2016). The prediction model of academic performance of students of distance education based on individual variables self - regulation strategies and motivational beliefs. Research in School and Virtual Learning, 2(14), 7–22.
Qian, L. (2013). A comparative genre analysis of English argumentative essays written by English major and non-English major students in an EFL context. Arab World English Journal, 4(1), 213–223.
Reiser, B. (2004). Scaffolding complex learning: the mechanisms of structuring and problematizing student work. The Journal of the Learning Science, 13(3), 273–304.
Riazei, M. (2012). Mediated learning experience: Teacher vs. peer scaffolding modes in L2 writing classes. The Iranian EFL Journal, 8(1), 71–96.
Ruan, Zh. (2005). A metacognitive perspective on the growth of self-regulated EFL student writers. Reading Working Papers in Linguistics, 8, 175–202.
Rollinson, P. (2005). Using peer feedback in the ESL writing class. ELT Journal, 59(1), 23–30.
Salimi, A, & Fatollahnejad, S. (2012). The effects of strategic planning and topic familiarity on Iranian intermediate EFL learners’ written performance in TBLT. Theory and Practice in Language Studies, 2(11), 2308–2315.
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259–291.
Smit, J., A. A., van Eerde, H., & Bakker, A. (2012). A conceptualization of whole-class scaffolding. British Educational Research Journal, 39(5), 817–834.
Troia, G. A., & Graham, S. (2002). The effectiveness of a highly explicit, teacher-directed strategy instruction routine: Changing the writing performance of students with learning disabilities. Journal of Learning Disabilities, 35, 290–305.
Veerappan, V.A.L., Suan, W.H. & Sulaiman, T. (2011). The Effect of scaffolding technique in journal writing among the second language learners. Journal of Language Teaching and Research, 2(4), 934–940.
Vyotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Woo, M., Chu, S., Ho, A. & Li, X. (2011). Using a wiki to scaffold primary-school students' collaborative writing. Educational Technology and Society, 14(1), 43–54.
Wood, D., Bruner, J. S., & Ross, G. (1976). Role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry and Allied Disciplines, 17(2), 89–100.
Zamel, V. (1982). Writing: the process of discovering meaning. TESOL Quarterly, 12(2), 195–209.
Zimmerman, B.J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, and M. Zeidner, (Eds.), Handbook of Self-Regulation, (pp. 13–39). San Diego: Academic Press.
Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 42(2), 64–72.
)