Iranian EFL Learners’ Perception of the Efficacy and Affordance of Activity Theory-based Computer Assisted Language Learning in Writing Achievement

Ahmadi, S. D., & Marandi, S. S. (2014). Social software in the        classroom: The case of wikis for scaffolding.       Procedia-Social           and Behavioral Sciences, 98, 100-108.   doi:10.1016/j.sbspro.2014.03.394

Arnaudet, M. L., & Barrett, M. E. (1990). Paragraph           development (2^nd ed.). Englewood Cliffs, NJ: Prentice  Hall Regents.

Armstrong, J., & Franklin, T. (2008). A review of current and           developing international practice in the use of social networking (Web 2.0) in higher education. Retrieved November 27, 2017, from http://opus.bath.ac.uk/17702/

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010).            Introduction to research in education (8^th ed.). Belmont,    CA: Wadsworth.

Atkinson, D. (2003). L2 writing in the post-process era:       Introduction. Journal of Second Language Writing, 12           (1), 3-15. doi:10.1016/s1060-3743(02)00123-6

Atkinson, D., & Connor, U. (2008). Multilingual writing      development. In C. Bazerman (Ed.), Handbook of   research on writing: History, society, school, individual,       text (pp. 515-532). New York: Lawrence Erlbaum Associates.

Bagheri, M. S., Behjat, F., & Yamini, M. (2013). Blending   technology in writing instruction.       International Journal  of Social Sciences and Education, 3(2), 422-437.

Barab, S. A., Evans, M. A., & Baek, E. (2004). Activity theory       as a lens for characterizing the participatory unit. In D.          H. Jonassen (Ed.), Handbook of research on educational communications and technology (2^nd ed.)       (pp. 199-214). Mahwah, NJ: Lawrence Erlbaum        Associates.

Baskaran, L., & Shafeeq, C. P. (2015). ESL teachers’ perception     of CALL integration in ELT. IJSELL, 3(5), 63-74.

Behrend, M. B. (2014). Engeström’s activity theory as a tool to       analyze online resources embedding academic literacies.        Journal of Academic Language & Learning, 8 (1),    109-120.

Brine, J. & Franken, M. (2006). Students' perceptions of a selected aspect of a computer-mediated academic writing program: An activity theory analysis. Australasian Journal of Educational Technology, 22(1),   21-38. doi:10.14742/ajet.1305

Casanave, C. P. (2003). Looking ahead to more socio-politically      oriented case study research in L2 writing scholarship.        Journal of Second Language Writing, 12(1), 85-102. doi:10.1016/s1060-3743(03)00002-x

Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning and Technology, 2(1), 22-34.

Che Wan Ibrahim, C. W. I. R. (2013). Perceived affordances           and learning strategies of Malaysian university students          in web 2.0-based informal learning of English as a    second language: A mixed methods study (Doctoral            dissertation, Latrobe University). Retrieved  November 29, 2017, from   http://arrow.latrobe.edu.au/store/3/5/0/5/3/public/Master       version.pdf

Cohen, L., Manion, L., & Morrison, K. (2000). Research      methods in education (5^th ed.). London: Routledge Falmer.

Dörnyei, Z. (2003). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates.

Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Oriental-Konsultit.

Engeström, Y. (1999). Activity theory and individual and social      transformation. In Y. Engeström, R. Miettinen, & R. L.         Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge: Cambridge University Press.

Erguvan, D. (2015). Comparing instructors’ and students’    perceptions towards CALL in higher education. Procedia-Social and Behavioral Sciences, 176, 1056-1062. doi:10.1016/j.sbspro.2015.01.578

Gedera, D. S. P. (2011). Integration of weblogs in developing         language skills of ESL learners. International Journal of Technology in Teaching and Learning, 7(2), 124-135.

Gordon, L. (2008). Writing and good language learners. In C.         Griffiths (Ed.), Lessons from good language learners (pp. 244-254). Cambridge: Cambridge University Press.

Gifford, B. R., & Enyedy, N. D. (1999). Activity centered  design. Proceedings of the 1999 Conference on Computer Support for Collaborative Learning (CSCL’99), Palo Alto, CA, 189-196.   doi:10.3115/1150240.1150262

Haines, K. (2015). Learning to identify and actualize affordances in a         new tool. Language Learning & Technology, 19(1), 165-180.

Harmer, J. (2004). How to teach writing. Essex, UK: Pearson           Education.

Hashim, N. H., & Jones, M. L. (2007). Activity theory: A      framework for qualitative analysis. Retrieved   November 27, 2017, from       http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.   1.658.4451&rep=rep1&type=pdf

Jacobs, H. L., Zinkgraf, S. A., Wormuth, D. R., Hartfiel, V. F., & Hughey, J. B. (1981). Testing ESL composition: A practical approach. Rowley, MA: Newbury House.

Lantolf, J. P., & Pavlenko, A. (2001). Second language activity       theory: Understanding language learners as people. In M. P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141-158).           Essex, UK: Pearson Education.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

Leffa, V. J. (2009). CALL as action. In R. C. V. Marriott & P. L.   Torres (Eds.), Handbook of research on e-learning methodologies for language acquisition (pp. 39-52).  New York: Information Science Reference.  doi:10.4018/978-1-59904-994-6

Matsuda, P. K., Canagarajah, A. S., Harklau, L., Hyland, K., & Warschauer, M. (2003). Changing currents in second language writing research: A Colloquium. Journal of   Second Language Writing, 12, 151-179. doi:10.1016/S1060-3743(03)00016-X

Nami, F. (2015). The impact of individual differences on students’ perception of writing practice in the blogosphere. In M. Rahimi (Ed.), Handbook of research on individual           differences in computer-assisted language learning (pp. 251-270). Hershey, Pennsylvania: IGI Global. doi: 10.4018/978-1-4666-8519-2.

Ozturk, K. (2012). Students’ perceptions of CALL at Dokuz Eylül University school of foreign languages. ELT   Research Journal, 1(4), 216-229.      

Pennington, M. C. (2004). Electronic media in second language       writing: An overview of tools and research findings. In S. Fotos & C. Browne (Eds.), new perspectives on CALL for second language classrooms (pp. 69- 92). Mahwah, NJ: Lawrence Erlbaum Associates.

Portnov-Neeman, Y., & Barak, M. (2013). Exploring students’        perceptions about learning in school: An activity theory   based study. Journal of Education and Learning, 2(3), 9-25. doi:10.5539/jel.v2n3p9

Samuels, B. M. (2014). What is writing in undergraduate anthropology? An activity theory analysis (Doctoral   dissertation, University of Western Ontario-Electronic Thesis and Dissertation Repository). Retrieved   November 27, 2017, from http://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=3767&   ontex=etd

Seyyedrezaie, Z. S., Ghonsooly, B., Shahriari, H., & Fatemi, A. H. (2016). A mixed methods analysis of the effect of google docs environment on EFL learners’ writing    performance and causal attributions for success and        failure. Turkish Online Journal of Distance Education, 17(3), 90-110. doi:10.17718/tojde.34418

Shams-Abadi, B. B., Ahmadi, S. D., & Mehrdad, A. G. (2015). The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational       Investigations, 2(2), 88-97.

Slavkov, N. (2015). Sociocultural theory, the L2 writing process, and Google drive: Strange bedfellows? TESL Canada Journal, 32(2), 80-94. doi:10.18806/tesl.v32i2.1209

Son, J. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20(1), 21-36. doi:10.1080/09588220601118495

Thorne, S. L. (2003). Artifacts and cultures-of-use in intercultural communication. Language Learning & Technology, 7(2), 38-67.

Van Lier, L (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. P. Lantolf (Ed.), sociocultural theory and second language learning (pp. 245-259). Oxford: Oxford University Press.

Warschauer, M. (1996). Computer-assisted language learning: An introduction. Retrieved November 27, 2017, from       http://www.ict4lt.org/en/warschauer.htm

Warschauer, M. (2007). Technology and writing. In C. Davison       & J. Cummins (Eds.), The international handbook of English      language teaching (Vol. 2, pp. 907-912). Norwell, MA: Springer. doi:10.1007/978-0-387-46301-8_60

Weigle, S. C. (2014). Considerations for teaching second     language writing. In M. Celce Murcia, D. M. Brinton, & M. A. Snow (Eds.), Teaching English as a second or foreign language (4^thed., pp. 222-237). Boston, MA: National Geographic Learning.