Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. System, 35(2), 192-207. doi:10.1016/ j.system. 2010.03.003.
Alptekin, C. (2002). Towards intercultural communicative competence in ELT. ELT Journal, 56(1),57-64.doi: 10.1093/elt/56.1.57.
Alsagoff, L. (2012). Identity and the EIL learner. In L. Alsagoff, W. Renandya, G. Hu & S. L. Mckay(Eds.), Principles and practices for teaching English as an international language (pp. 104-22). New York: Routledge.
Alsagoff, L., McKay, S. L., Hu, G., & Renandya, W. (Eds.) (2012). Principles and practices for teaching English as an international language. New York: Routledge.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Baker, C. (1992). Attitudes and language. Clevedon: Multilingual Matters.
Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.). Boston: Allyn and Bacon.
Block, D. & Cameron, D. (2002). Globalization and language teaching. London: Routledge.
Block, D. (2004). Globalization and language teaching.ELT Journal, 58(1),75-77.
Bolton, K. (2004). World Englishes. In A. Davies & C. Elder(Eds.),The handbook of applied linguistics (pp. 369–396). Oxford, England: Blackwell.
Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). White Plains, NY: Pearson Education.
Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall Regents.
Brown, J. D. (2012). EIL curriculum development. In L. Alsagoff, W. Renandya, G. Hu,& S. L. Mckay (Eds.), Principles and practices for teaching English as an international language (pp. 147-167). New York: Routledge.
Brutt-Griffler, J., & Samimy, K. (2002).Transcending the nativeness paradigm.World Englishes, 20(1), 99-106. doi: 10.1111/1467‑971X.00199.
Byram, M. (1998). Cultural identities in multilingual classrooms. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism (pp. 96-116). Clevedon: Multilingual Matters.
Canagarajah, S. (1999). Resisting linguistic imperialism in English teaching. Oxford, UK: Oxford University Press.
Canagarajah, S. (2005). Reclaiming the local in language policy and practice. Mahwah, NJ: Lawrence Erlbaum.
Canagarajah, S. (2006).Changing communicative needs, revised assessment objectives: Testing English as an international language. Language Assessment Quarterly, 3(3), 229-242.doi: 10.1207/s15434311laq0303_1.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York: Routledge.
Csizér, K., & Kormos, J. (2008). The Relationship of inter-cultural contact and language learning motivation among Hungarian students of English and German. Journal of Multilingual and Multicultural Development, 29(1), 30-48. doi: 10.2167/jmmd557.0.
Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.
Crystal, D. (2012). A global language. In P. Seargeant, & J. Swann (Eds.), English in the world. Abingdon: Routledge/Open University.
Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing. New York: Routledge.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold.
Garrett, P. (2010). Attitudes to language (key topics in sociolinguistics). Cambridge: Cambridge University Press.
Giddens, A. (2000). Runaway world. London: Routledge.
Gnutzmann, C. (1999). Teaching and learning English as a global language, native and non-native perspectives. Tübingen: Stauffenburg-Verlag.
Holliday, A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
House, J. (1999). Misunderstanding in intercultural communication: Interactions in English as a lingua franca and the myth of mutual intelligibility. In C. Gnutzmann(Ed.),Teaching and learning English as a global language (pp.73-89). Tübingen: Stauffenburg.
Jenkins, J. (2000). The phonology of English as an international language. Oxford: Oxford University Press.
Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181.doi: 10.2307/40264515.
Kachru, B. B. (1985). Standards, codification and sociolinguistic realism: The English language in the outer circle. In R. Quirk & H. G. Widdowson (Eds.), English in the world: Teaching and learning the language and literatures (pp.11–30). Cambridge: Cambridge University Press.
Khatib, M., & Nourzadeh, S. (2015). Development and validation of an instructional willingness to communicate questionnaire. Journal of Multilingual and Multicultural Development, 36(3), 266-283. doi:10.1080/01434632.2014. 914523.
Khatib, M., & Rezaei, S. (2013). A model and questionnaire of language identity in Iran: A structural equation modeling approach. Journal of Multilingual and Multicultural Development, 34(7), 690-708. doi: 10.1080/01434632.2013. 796958.
Kline, P. (2004). An Easy guide to factor analysis. New York: Routledge.
Krosnick, J. A., Holbrook, A.L., Berent, M.K., Carson, R.T., Hanemann, W.M., Kopp, R.J., et al. (2002). The impact of ‘no opinion’ response options on data quality: Non-attitude reduction or an invitation to satisfice? Public Opinion Quarterly, 66 (3), 371-403.doi: 10.1086/341394.
Kumaravadivelu, B. (2008). Cultural globalization and language education. New Haven, CT: Yale University Press.
Kumaravadivelu, B. (2012). Individual identity, cultural globalization and teaching English as an international language: The case for an epistemic break. In L. Alsagoff, W. Renandya, G. Hu & S. L. Mckay (Eds.), Teaching English as an international language: Principles and practices (pp. 9-27). New York: Routledge.
Liou, Y. S. (2010). Who wants EIL? Attitudes towards English as a lingua franca in the world: A comparison between college teachers and students in Taiwan. College English: Issues and Trends, 3. Taipei, Taiwan: Chengchi University.
Lai, H. Y. (2008). Learning English as an international language or not? A study of Taiwanese students’ motivation and perceptions (Unpublished doctoral dissertation). Warwick University, Coventry, UK.
Matsuda, A. (2003). The ownership of English in Japanese secondary schools.World Englishes, 22(4), 483-496.doi: 10.1111/j.1467-971X.2003.00314.x.
McKay, S. L. (2002). Teaching English as an international language: Rethinking goals and approaches. Oxford: Oxford University Press.
McKay, S. L. (2003). Toward appropriate EIL pedagogy: Reexamining common ELT assumptions. International Journal of Applied Linguistics, 13(1),1-22.doi: 10.1111/1473-4192.00035.
McNamara, T. (2011).Managing learning: Authority and language assessment. In R. Jaidev, (Ed.), Global perspectives, local initiatives: Reflections and practices in ELT (pp. 39-51). Singapore: Center for English Language Communication, National University of Singapore.
Pallant, J. (2013). SPSS survival manual. Maidenhead: Open University Press.
Parmegiani, A. (2014). The (dis)ownership of English: Language and identity construction among Zulu students at the University of KwaZulu-Natal. International Journal of Bilingual Education and Bilingualism, 17(6), 683-694. doi: 10.1080/13670050.2014.953775.
Pennycook, A. (1998). English and the discourses of colonialism. London: Routledge.
Pennycook, A. (2007). The myth of English as an international language. In S. Makoni & A. Pennycook (Eds.), Disinventing and reconstituting languages (pp. 90-115). Clevedon: Multilingual Matters.
Phan, H. L. (2009). English as an international language: International students and identity formation. Journal of Language and Intercultural Communication, 9 (3), 201-214.doi:10.1080/14708470902748855.
Phillipson, R. (1992). Linguistic imperialism. Oxford: Oxford University Press.
Rivers, D. J. (2011). Japanese national identification and English language learning processes. International Journal of Intercultural Relations, 35(1),111-123.doi:10.1016/j.ijintrel.2010.09.006.
Seidlhofer, B. (2001). Closing the conceptual gap: The case for a description of English as a lingua franca. International Journal of Applied Linguistics, 11(2),133-158.doi:10.1111/1473-4192.00011.
Sharifian, F. (2009). English as an international language: Perspective and pedagogical issues. Clevedon: Multilingual Matters.
Smith, L. (1976). English as an international auxiliary language. RELC Journal, 7(2), 38-43.doi: 10.1177/003368827600700205.
Tabachnick, B. G., & Fidell, L.S. (2001).Using multivariate statistics. New York: HarperCollins.
Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications. Washington, DC: American Psychological Association.
Tanaka, F. (2010). A survey-based study of Japanese university student attitudes toward EIL and implications for the future of English education in Japan. Asian Englishes, 13(1), 48-71.doi: 10.1080/13488678.2010.10801272.
Widdowson, H. G. (1998). The ownership of English. TESOL Quarterly, 28(2), 377-388.doi: 10.2307/3587438.
Yashima, T. (2009). International posture and the ideal l2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the l2 self. Bristol, UK: Multilingual Matters.