Afroogh, M. R. (2018). Language-switching, language proficiency and task difficulty: A study on writing performance. International Journal of Linguistics, Literature and Translation, 1(1), 60-65. https://www.al-kindipublisher.com/index.php/ijllt/article/view/953
Balosa, D. (2006). Three examples of better English learning through the L1. Essential Teacher 3(1), 28-31.
Bao, R., & Du, X. (2015). Learners’ L1 use in a task-based classroom: Learning Chinese as a foreign language from a sociocultural perspective. Journal of Language Teaching and Research
(1), 12-20. https://doi.org/10.17507/jltr.0601.02
Bista, K. (2010). Factors of code switching among bilingual English students in the university classroom: A survey. English for Specific Purposes World, 9(29), 1-19. https://eric.ed.gov/?id=ED525827
Bosma, E., & Blom, E. (2019). A code-switching asymmetry in bilingual children: Code-switching from Dutch to Frisian requires more cognitive control than code-switching from Frisian to Dutch. International Journal of Bilingualism
(6), 1431-1447. https://doi.org/10.1177/1367006918798972
Bozorgian, H., & Fallahpour, S. (2015). Teachers' and students' amount and purpose of L1 use: English as foreign language (EFL) classrooms in Iran. Iranian Journal of Language Teaching Research, 3(2), 67-81. https://files.eric.ed.gov/fulltext/EJ1127239.pdf
Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania
(2), 262-274. https://doi.org/10.2307/344508
Cambridge English Language Assessment. (2019). Cambridge IELTS 14 general training student's book with answers. Cambridge University Press.
Centeno-Cortés, B., & Jiménez Jiménez, A. F. (2004). Problem-solving tasks in a foreign language: The importance of the L1 in private verbal thinking. International Journal of Applied Linguistics, 14
(1), 7-35. https://doi.org/10.1111/j.1473-4192.2004.00052.x
Chan, E. (1996). The contexts of code switching in French immersion classrooms [Unpublished master’s thesis]. Queen’s University, Kingston, Ontario.
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics, 10(2), 221-240.
Enama, P. R. B. (2016). The impact of English-only and bilingual approaches to EFL instruction on low-achieving bilinguals in Cameroon: An empirical study. Journal of Language Teaching and Research
(1), 19-30. https://doi.org/10.17507/jltr.0701.03
Geranpayeh, A. (2003). A quick review of the English Quick Placement Test. Research Notes, 12(3), 8-10.
Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar. Arnold.
Hardin, K. J. (2020). Pragmatics in persuasive discourse Spanish television advertising. The University of Texas at Arlington.
Hemmati, F., & Hoomanfard, M. H. (2014). Effect of philosophy-based language teaching on EFL learners’ speaking ability and their willingness to communicate. Journal of Social Issues and Humanities, 2(1), 240-246
Hofweber, J., Marinis, T., & Treffers-Daller, J. (2020). How different code-switching types modulate bilinguals’ executive functions: A dual control mode perspective. Bilingualism: Language and Cognition, 23
(4) 1-17. https://doi.org/10.1017/s1366728919000804
Holmes, J. (2001). An introduction to sociolinguistics. Longman.
Hoomanfard, M. H., Jafarigohar, M., Jalilifar, A., & Masum, S. M. H. (2018). Comparative study of graduate students’ self-perceived needs for written feedback and supervisors’ perceptions. Research in Applied Linguistics, 9(2), 24-46.
Howatt, A. (1984). A history of English language teaching. Oxford University Press.
Jafarigohar, M., Hoomanfard, M. H., & Jalilifar, A. (2018). A typology of supervisor written feedback on L2 students’ theses/dissertations. Applied Linguistics, 21(2), 43-87.
Kaushanskaya, M., & Crespo, K. (2019). Does exposure to code‐switching influence language performance in bilingual children? Child Development
(3), 708-718. https://doi.org/10.1111/cdev.13235
Levine, G. S. (2003). Students and instructors' beliefs and attitudes about target language use, first language use, and anxiety: Report of questionnaire study. Modern Language Journal, 87
(3), 343-364. https://doi.org/10.1111/1540-4781.00194
Maftoon, P., & Amjadiparvar, A. (2018). Code-switching in EFL classes: Deficiency of asset? Journal of Meaning and Sign, 1(1), 107-127.
Mahmoudikia, M., Hoomanfard, M. H., & Izadpanah, M. A. (2014). Teacher factors affecting ICT use in Iranian classes: A literature review. International Journal of Language Learning and Applied Linguistics World, 6(1), 203-214.
Myers, M. J. (2008). Code switching in content learning. In R. Wilkinson & V. Zegers (Eds.). Realizing content and language integration in higher education (pp. 43-52). Maastricht University.
Narayan, R. (2019). Code-switching as a linguistic resource in the Fijian ESL classrooms: Bane or boon? Journal of Language Teaching and Research
(3), 427-436. https://doi.org/10.17507/jltr.1003.04
Narciss, S. (2008). Feedback strategies for interactive learning tasks. In J. M. Spector, M. D. Merrill, J. Van Merrie¨nboer, & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd ed., pp. 125-143). Erlbaum.
Ndayipfukamiye, L. (1994). Code-switching in Burundi primary classrooms. In C. M. Rubagumya (Ed.), Teaching and researching language in African classrooms (pp. 79-95). Multilingual Matters.
Quick Placement Test. (2001). Oxford University Press.
Pachler, N., & Field, K. (2001). From mentor to co-tutor: Reconceptualising secondary modern foreign languages initial teacher education. Language Learning Journal
(1), 15-25. https://doi.org/10.1080/09571730185200051
Peregoy, S. F., & Boyle, O. F. (2013). Reading, writing, and learning in ESL: A resource of teaching K-12 English learners. Pearson Education.
Poplack, S. (2000). Sometimes I’ll start a sentence in Spanish y termino en Espanol: Toward a typology of code-switching. The Bilingualism Reader
(2), 221-256. https://doi.org/10.4324/9781003060406-24
Qahfarokhi, A. S., & Biria, R. (2012). The impact of task difficulty and language proficiency on Iranian EFL learners' code-switching in writing. Theory & Practice in Language Studies
(3), 572-578. https://doi.org/10.4304/tpls.2.3.572-578
Rahayu, D. I., & Margana, M. (2018). Comparing the effects of L2-based with code-switching-based instruction on EFL speaking classes. Journal of Language Teaching and Research
(5), 946-952. https://doi.org/10.17507/jltr.0905.07
Rolin-Ianziti, J., & Brownlie, S. (2002). Teacher use of learners' native language in the foreign language classroom. Canadian Modern Language Review
(3), 402-426. https://doi.org/10.3138/cmlr.58.3.402
Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.
Storch, N., & Wigglesworth, G. (2003). Is there a role for the use of the L1 in an L2 setting? TESOL Quarterly
(4), 760-770. https://doi.org/10.2307/3588224
Stracke, E., & Kumar, V. (2016). Exploring doctoral students’ perceptions of language use in supervisory written feedback practices-because “feedback is hard to have.” Australian Review of Applied Linguistics
(2), 122-138. https://doi.org/10.1075/aral.39.2.02str
Strijbos, J. W., Pat-El, R. J., & Narciss, S. (2010). Structural validation of a feedback perceptions questionnaire. Proceedings of the 9th International Conference of the Learning Sciences, 2, 334-335.
Ustunel, E. (2016). EFL classroom code-switching. Palgrave Macmillan
Vygotsky, L. S. (1962). Thought and language. In R. Robert & A. Carton (Eds.). The collected works of L.S. Vygotsky: Problems of general psychology (Vol. 1, pp. 239-285). Plenum.