Abraham, L. B. (2001). The effects of multimedia on second language vocabulary learning and reading comprehension. Unpublished doctoral dissertation, Albuquerque, New Mexico: The University of New Mexico.
Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger III, H. L., &; McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861-876.
Atay, D., &; Ozbulgan, C. (2007). Memory strategy instruction, contextual learning and ESP vocabulary recall. English for Specific Purposes, 26, 39-51.
Bachman, L. F., &; Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford: Oxford University Press.
Baddeley, A. (1990). Human memory. London: Lawrence Erlbaum Associates.
Berliner, G. (1992). Educational psychology. USA: Houghton Mifflin Company.
Biggs, J., &; Watkins, D. (1996). The Chinese learner in retrospect. In D. A. Watkins &; J. B. Biggs (Eds.), The Chinese learners: Cultural, psychological and contextual influences. (pp. 269-285). Hong Kong: Comparative Education Research Center
Biggs, J., &; Watkins, D. (2001). The paradox of the Chinese learner and beyond. In D. A. Watkins &; J. B. Biggs (Eds.), Teaching the Chinese learner: Psychological and pedagogical perspectives. (pp. 3-26). Hong Kong: Comparative Education Research Center.
Brindley, G. (2001). Assessment. In R. Carter &; D. Nunan. (Eds.), Teaching English to speakers of others languages. (pp. 137-143). Cambridge: Cambridge University Press.
Butler, A. C., Karpicke, J. D., &; Roediger III, H. L. (2007). The effect of type and timing of feedback on learning from multiple-choice tests. Journal of Experimental Psychology: Applied. 13(4), 273-281.
Carpenter, S. K., Pashler. H., &; Cepeda, N. J. (2009). Using tests to enhance 8th grade students retention of US history facts. Applied Cognitive Psychology, 23, 760-771.
Carrell, P. L., Gajdusek, L., &; Wise, T. (2002). Metacognition and EFL/ESL reading. In H. J. Hartman (Ed.), Metacognition in learning and instruction: Theory, research and practice. (pp. 229-244). Dordrecht: Kluwer Academic Publishers
Carter, R. (1992). Vocabulary: Applied linguistic perspectives. London and New York: Routledge.
Chan, C. K. K. (2009). Classroom innovation for the Chinese learner: Transcending dichotomies and transforming pedagogy. In C. K. K. Chan &; N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education. (pp. 169-210). Hong Kong: Comparative Education Research Center.
Chang, T. W., Kinshuk, Chen, N. S., &; Yu, P. T (2012). The effect of presentation method and information density on visual search ability and working memory load. Computers &; Education, 58, 721-731.
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research instructed SLA. Language Learning and Technology, 2(1), 22-34.
Cheng, Y. C. (2008). A Study on the influence of constructivist-oriented web-based learning on senior high school students’ programming language and logic learning effectiveness. Unpublished doctoral dissertation, National Changhua University of Education, Changhua, Taiwan.
Clair-Thompson, H. S., Overton, T., &; Botton, C. (2010). Information process: A review of implications of Johnstone’s model for science education. Research in Science &; Technological Education, 28(2), 131-148.
Cohen, A. D. (1987) Studying learner strategies: How we get the information. In
A. Wenden &; J. Rubin (Eds.), Learner strategies in language learning (pp. 57-69). New York: Prentice Hall.
Cohen, A. D. (1998). Strategies in learning and using a second language. Essex: Pearson Education.
Cohen, A. D. (2007). Coming to terms with language learner strategies: Surveying the experts. In A. D. Cohen &; E. Macaro (Eds.), Language learner strategies. (pp. 29-45). Oxford: Oxford University Press.
Cohen, A., &; Aphek, E. (1981) Easifying second language learning. Studies in
Second Language Acquisition 3, 221-236.
Cross, G. R. (1974). The Psychology of learning. Oxford: Pergamon Press.
Eakin, D. K. (2000). Memory and metamemory of younger and older adults under conditions of retroactive interference. Unpublished doctoral dissertation, University of Kansas, Massachusetts.
Eggen, P., &; Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey: Merrill Prentice Hall.
Ellis, R. (1989). Classroom learning styles and their effect on second language acquisition. A study of two learners. System, 17, 249-262.
Ellis, R. (2008). The study of second language acquisition. NY: Oxford University Press.
Everson, H. T., &; Tobias, S. (2002). The ability to estimate knowledge and performance in college: A met cognitive analysis. In H. J. Hartman (Ed.)., Metacognition in learning and instruction: Theory, research and practice. (pp. 69-83). Dordrecht: Kluwer Academic Publishers.
Finn, B., &; Metcalfe, J. (2008). The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 238-244.Flavell, J. J. (1971). What is memory development the development of? Human Development, 14, 272-278.
Flavell, J. H. (1985). Cognitive development. New Jersey: Prentice-Hall, Inc.
Flavell, J. H., Miller, P. H., &; Miller, S. A. (1993). Cognitive development. New Jersey: Prentice-Hall, Inc.
Finley, J. R., Tullis, J. G., &; Benjamin, A. S. (2010). Met cognitive control of learning and remembering. In M. S. Khine &; I. M. Saleh (Eds.)., New science of learning: Cognition, computers and collaboration in education. (pp. 109-257). NY: Springer Science+Business Media.
Folse, K. (2006). Effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly, 40(2), 273-293.
Genesee, F., &; Upshur, J. A. (1996). Classroom-based evaluation in second language education. Cambridge: Cambridge University Press.
Griffin, G., &; Harley, T. A. (1996). List learning of second language vocabulary. Applied Psycholinguistics, 17(4), 443-460.
Groot, P. J. M. (2000). Computer assisted second language vocabulary acquisition. Language Learning and Technology, 4(1), 60-81.
Gu, Y., &; Johnson, R.K. (1996) Vocabulary learning strategies and language
learning outcomes. Language Learning 46, 643-679.
Hell, J. G. V., &; Mahn, A. C. (1997). Keyword mnemonics versus rote rehearsal: Learning concrete and abstract foreign words by experienced and inexperienced learners. Language Learning, 47(3), 507-546.
Hicks, M. W. (2010). Multiple pathways to learning: An examination of university design and online strategic learning in higher education. Unpublished doctoral dissertation, Capella University, Minneapolis, Minnesota.
Hu, S. L. (2011). An instruction study of integration of self-regulation learning strategy and online learner participation strategy: A case study of an institution of technology student with English course. Unpublished doctoral dissertation, National Changhua University of Education, Changhua, Taiwan.
Hughes, A. (2003). Testing for language teachers. Cambridge: Cambridge University Press.
Kang, S. H. K. (2009). The influence of test expectancy, test format, and test experience on study strategy selection and long-term retention. Unpublished doctoral dissertation, University of Washington University, St. Louis, Missouri.Karpicke, J. D. (2007). Students’ use of self-testing as a strategy to enhance learning. Unpublished doctoral dissertation, University of Washington, St. Louis, Missouri.
Karpicke, J. D. (2009). Met cognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General, 138, 469-486.
Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157-163.
Karpicke, J. D., &; Bauernschmidt, A. (2011). Spaced retrieval: Absolute spacing enhances learning regardless of relative spacing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 1250-1257.
Karpicke, J. D., &; Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772-775.
Karpicke, J. D., Butler, A. C., &; Roediger III, H. L. (2009). Met cognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory 17(4), 471-479.
Karpicke, J. D., McCabe, D. P., &; Roediger III, H. L. (2008). False memories are not surprising: The subjective experience of an associative memory illusion. Journal of Memory and Language, 58, 1065-1079.
Karpicke, J. D., &; Grimaldi, P. J. (2012). Retrieval-based learning: A perspective for enhancing meaningful learning. Educational Psychology Review. In press
Karpicke, J. D., &; Pisoni, D. B. (2004). Using immediate memory span to measure implicit learning. Memory &; Cognition, 32, 956-964.
Karpicke, J. D., &; Roediger III, H. L. (2007a). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 704-719.
Karpicke, J. D., &; Roediger III, H. L. (2007b). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.
Karpicke, J. D., &; Roediger III, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966-968.
Karpicke, J. D., &; Roediger III, H. L. (2009). Met cognitive strategies in student learning: Do students practice retrieval when they study on their own? Memory, 17(4), 471-479.
Karpicke, J. D., &; Roediger III, H. L. (2010). Is expanding retrieval a superior method for learning text materials. Memory &; Cognition, 38(1), 116-124.
Karpicke, J. D., &; Smith, M. A. (2012). Separate mnemonic effects of retrieval practice and elaborative encoding. Journal of Memory and Language, 67, 17-29.
Karpicke, J. D., &; Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effect from the generation effect. Journal of Memory and Language, 62, 227-239.
Kaushanskaya, M., &; Yoo, J. (2011). Rehearsal effects in adult word learning. Language and Cognitive Processes, 26(1), 121-148.
Kaya, T. (2006).The effectiveness of adaptive computer use for learning vocabulary. Unpublished doctoral dissertation, Northern Arizona University, Tucson, Arizona.
Kojic-Sabo, I., &; Lightbown, P. (1999). Students’ approaches to vocabulary learning and their relationship to success. The Modern Language Journal, 83(2), 176-192.
Koriat, A. (2002). Metacognition research: An interim report. In T. J. Perfect &; Schwartz, B. (Eds.), Applied Metacognition. (pp. 261-286). NY: Cambridge University Press.
Izawa, C. (1966). Reinforcement-test sequences in paired-associated learning. Psychological Reports, 18, 879-919.
Izawa, C. (1969). Comparison of reinforcement and test trials in paired-associate learning. Journal of Experimental Psychology, 81, 600-603.Izawa, C. (1971). The test-trial potential model. Journal of Mathematical Psychology, 8, 200-224.
Jia, J., Chen, Y., Ding, Z., &; Ruan, M. (2012). Effects of a vocabulary acquisition and assessment system on students’ performance in a blended learning class for English subject. Computers &; Education, 58, 63-76.
Larsen, D. P., Butler, A. C., &; Roediger III, H. L. (2009). Repeated testing improves long-term retention relative to repeated study: A randomized controlled trial. Medical Education, 43, 1174-1181.
Law, N. W. Y., Yuen, A. H. K., Chan, C. K. K., Yuen, J, K.L, Pan, N. F. C., Lai, M., &; Lee, V. S. L. (2009). New experiences, new epistemology, and the pressures of change: The Chinese learner in transition. In C. K. K. Chan &; N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education. (p.p. 89-129). Hong Kong: Comparative Education Research Center.
Li, J. (2009). Learning to self-perfect: Chinese beliefs about learning. In C. K. K. Chan &; N. Rao (Eds.)., Revisiting the Chinese learner: Changing contexts, changing education. (pp. 35-70). Hong Kong: Comparative Education Research Center.
Liang, E. P., &; Lee, J. W. (2003). The best measure of the accuracy of met cognitive monitoring: Measures determining the consistency and generality of metacognition. Chinese Journal of Psychology, 45( 2), 121-138.
Lichtenstein, S., Fischhoff, B., &; Phillips, L. D. (1982). Calibration of probabilities: The state of the art in 1980. In D. Kahneman, P. Slovic, &; A. Tversky (Ed.), Judgment under uncertainty: Heuristics and biases (pp. 306-334). Cambridge, England: Cambridge University Press.
Lin, T. C. (2010). A Study on E-learning system construction and evaluation criteria: Using the mentoring assisted inquiry teaching platform as an example. Unpublished doctoral dissertation, National Changhua University of Education, Changhua, Taiwan.
McCabe, D. P., Roediger III, H. L., &; Karpicke, J. D. (2011). Automatic processing influences free recall: Converging evidence from the process dissociation procedure and remember-know judgments. Memory &; Cognition, 39, 389-402.
McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., &; Roediger III, H. L. (2011). Test-enhanced learning in a middle school science classroom: The effect of quiz frequency and placement. Journal of Educational Psychology, 103(2), 399-414.
Metcalfe, J., &; Finn, B. (2008). Evidence that judgments of learning are causally related to study choice. Psychonomic Bulletin &; Review, 15, 174-179.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge: Cambridge University Press.
Nation, I. S. P. (2008). Teaching vocabulary : Strategies and techniques. Boston, MA : Heinle.
Nelson, T. O. (1984). A comparison of current measures of the accuracy of feeling-of-knowing predictions. Psychological Bulletin, 95, 109-133.
Nelson, T. O., &; Narens, L. (1990). Metameory: A theoretical framework and new findings. The Psychology of Learning and Motivation, 26, 125-173.
Nelson, T. O., &; Narens, L. (1994). Why investigate metacognition? In J. Metcalfe &; A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp.1-25). Cambridge, MA: Massachusetts Institute of Technology Press.
Nemati, A. (2009). Memory vocabulary learning strategies and long-term retention. International Journal of Vocational and Technical Education, 1(2), 14-24.
Nyikos, M., &; Fan, M. (2007). A Review of vocabulary learning strategies: Focus on language proficiency and learner voice. In A. D. Cohen &; E. Macaro (Eds.), Language learner strategies (pp. 251-273). Oxford: Oxford University Press.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Kupper, L., &; Russo, R.
(1985a). Learning strategies used by beginning and intermediate ESL students.
Language Learning 35(1), 21-46.
O’Malley, J. M., Chamot, A. U., Stewner-Manzanares, G., Russo, R. and Kupper, L.
(1985b). Learning strategy application with students of ESL. TESOL Quarterly
19(3), 557-584.
Ormrod, J. E. (2011). Educational psychology: Developing learning. New York: Pearson Education, Inc.
Ornstein, P. A., Grammer, J. K., &; Coffman, J. L. (2010). Teachers’ “mnemonic style.” In H. S. Waters, &; W. Schneider (Eds.)., Metacognition, strategy use, and instruction (pp. 23-53). NY: The Guilford Press.
Pardoe, D. (2009). Towards successful learning. New York: Network Educational Press.
Pressley, M., Woloshyn, V., Lysynchuk, L. M., Martin, V., Wood, E., &; Willoughby, T. (1990). A primer of research on cognitive strategy instruction: The important issues and how to address them. Educational Psychology Review, 2, 1-58.
Rodriguez, M., &; Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50(2), 385-412.
Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., &; McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382-395.
Roediger III, H. L., &; Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181-210.
Roediger III, H. L., &; Karpicke, J. D. (2006b). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), p. 249-255.
Roediger III, H. L., &; Karpicke, J. D. (2010). Intricacies of spaced retrieval: A resolution. In A. S. Benjamin (Ed.)., Successful remembering and successful forgetting: Essays in honor of Robert A. Bjork. New York: Psychology Press.
Roediger III, H .L., McDermott, K. B., &; McDaniel, M. A. (2011). Using testing to improve learning and memory. In M. A. Gernsbacher, R. Pew, L. Hough, &; J. R. Pomerantz (Eds.)., Psychology and the real world: Essays illustrating fundamental contributions to society (pp. 65-74). New York: Worth Publishing Co.
Rihoux, B. (2006). Qualitative comparative analysis (QCA) and related systematic comparative methods: Recent advances and remaining challenges for social science research. International Sociology 21, 679.
Rose, N. S., Myerson, J., Roediger III, H. L., &; Hale, S. (2010). Similarities and differences between working memory and long-term memory: Evidence from the levels-of-processing span task. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(2), 471-483.
Salaberry, R. (1999). CALL in the year 2000: Still developing the research agenda. Language Learning and Technology, 3(1), 104-107.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press.
Schneider, W. (2010). Metacognition and memory development in childhood and adolescence. In H. S. Waters, &; W, Schneider (Ed.), Metacognition, strategy use &; instruction. (pp. 54-81). NY: The Guilford Press.
Schneider, W., &; Lockl, K. (2002). The development of metacognitive knowledge in children and adolescents. In T. J. Perfect &; B. L. Schwartz (Eds.), Applied Metacognition. (pp. 224-257). Cambridge: Cambridge University Press.
Schraw, G. (2002). Promoting general met cognitive awareness. In H. J. Hartman (Ed.)., Metacognition in learning and instruction: Theory, research and practice. (pp. 3-16). MA: Kluwer Academic Publishers.
Schraw, G. (2006). Knowledge: Structures and process. In P. A. Alexander &; P. H. Winne (Eds.)., Handbook of educational psychology. (pp. 245-263). New Jersey: American Psychological Association.
Schunk, D. H. (2008). Learning theories: An educational perspective. New Jersey: Pearson Education, Inc.
Schunk, D. H., &; Zimmerman, B.J. (2006).Competence and control beliefs: distinguishing the means and ends. In P. A. Alexander &; P. H. Winne (Eds.)., Handbook of educational psychology. (pp. 360-361). New Jersey: American Psychological Association.
Son, L. K., &; Metcalfe, J. (2000). Met cognitive and control strategies in study-time allocation. Journal of Experimental Psychology, 26(1), 204-211.
Takac, V. P. (2008). Vocabulary learning strategies and foreign language acquisition. NY: Multilingual Matters Ltd.
Toppino, T. C., &; Cohen, M. S. (2010). Metacogntive control and spaced practice: Clarifying what people do and why. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(6), 1480-1491.
Tuckman, B. W., &; Monetti, D. M. (2011). Educational psychology. Belmont, CA: Wadsworth.
Tulving, E. &; Madigan, S. A. (1970). Memory and verbal learning. Annual Review of Psychology, 21, 437-484.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Vermeer, A. (2001). Breadth and depth of vocabulary in relationship to L1/L2 acquisition and frequency of input. Applied Psycholinguistics, 22, 217-234.
Weinstein, C. E., &; Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.)., Handbook of research on teaching. (pp. 315-327). New York: Macmillan.
Weir, C., &; Roberts, J. (1994). Evaluation in ELT. Oxford: Blackwell.
Weimer-Stuckmann, G. (2009). Second language vocabulary acquisition: Spacing and frequency of rehearsal. Unpublished Master Thesis, University of Victoria, Ottawa, Canada.
Wintergerst, A. C., DeCapua, A., &; Itzen, R. C. (2001). The construct validity of one learning styles instrument. System, 29, 385-403.
Wintergerst, A. C., DeCapua, A., &; Verna, M. A. (2003). Conceptualizing learning style modalities for ESL/EFL student. System, 31, 85-106.
Yan, Y. L. (2010). The effect of de-contextualized multimedia software on Taiwanese college level students’ English vocabulary. Unpublished doctoral dissertation, The University of Mississippi, MS.
Yeh, Y., &; Wang, C. W. (2003). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. CALICO Journal, 21(1), 131-144.
Zaromb, F. M., &; Roediger III, H. L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory &; Cognition, 38, 995–1008.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21(1), 7-27.