Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95.
Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9(2), 217–228.
Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological and analytic issues. Educational Psychologist, 50(1), 84–94.
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge: Cambridge University Press.
Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171.
Chang, H., & Windeatt, S. (2016). Developing collaborative learning practices in an online language course. Computer Assisted Language Learning, 29(8), 1271–1286.
Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105–122.
Dolosic, H. N., Brantmeier, C., Strube, M., & Hogrebe, M. C. (2016). Living language: Self-assessment, oral production, and domestic immersion. Foreign Language Annals, 49(2), 1–15.
Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood: Ablex.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in L2 acquisition. Mahwah: Lawrence Erlbaum Associates.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.
Dörnyei, Z., & Tseng, W. T. (2009). Motivational processing in interactional tasks. In A. Macky & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117–134). London: Routledge.
Ducate, L., Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495–524.
Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412.
Hadwin, A. F., & Järvelä, S. (2011). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record, 113(2), 235–239.
Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.
Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.
Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424–435.
Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459–1468.
Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30(1), 115–132.
Hurme, T. R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning, 1(2), 181–200.
Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1, 147–178.
Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379–393.
Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24.
Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43.
Järvelä, S., & Hadwin, A. F. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39.
Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267–286.
Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016a). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263–280.
Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016b). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1–11.
Järvenoja, H., & Jarvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79(3), 463–481.
Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204–219.
Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395–408.
Kapur, M. (2011). Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment. International Journal of Computer-Supported Collaborative Learning, 6(1), 39–56.
Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30(1), 17–24.
Kennedy, C., & Miceli, T. (2013). In piazza online: Exploring the use of wikis with beginner foreign language learners. Computer Assisted Language Learning, 26(5), 389–411.
Kessler, G. (2009). Student initiated attention to form in wiki based collaborative writing. Language, Learning and Technology, 13(1), 79–95.
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335.
Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45–62.
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. Reading Teacher, 62(8), 638–648.
Lee, A., O’Donnell, A. M., & Rogat, T. K. (2015). Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a CSCL context. Computers in Human Behavior, 52, 617–627.
Lee, L., Lajoie, S. P., Poitras, E. G., Nkangu, M., & Doleck, T. (2016). Co-regulation and knowledge construction in an online synchronous problem based learning setting. Education and Information Technologies, 22(4), 1623–1650.
Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82.
Li, H., Zhong, Q., & Suen, H. K. (2012). Students’ perceptions of the impact of the college English test. Language Testing in Asia, 2(3), 77–94.
Liu, L., & Hmelo-Silver, C. E. (2010). Conceptual representation embodied in hypermedia: An approach to promoting knowledge co-construction. In M. Khine & I. Saleh (Eds.), New science of learning (pp. 341–356). New York: Springer.
Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups. Computers in Human Behavior, 52, 562–572.
Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160–174.
Ministry of Education. (2007). College English Curriculum Requirements. Beijing: Foreign Language Teaching and Research Press.
Moreillon, J., Hunt, J., & Ewing, S. (2009). Learning and teaching in wanda wiki wonderland: Literature circles in the digital commons. Teacher Librarian, 37(2), 23–28.
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego: Academic.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.
Rogat, T. K., & Adams-Wiggins, K. R. (2014). Other-regulation in collaborative groups: Implications for regulation quality. Instructional Science, 42(6), 879–904.
Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415.
Rogat, T. K., & Linnenbrink-Garcia, L. (2013). Understanding the quality variation of socially shared regulation: A focus on methodology. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102–125). London: Routledge.
Saab, N. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition and Learning, 7(1), 1–6.
Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321–1331.
Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97–119.
Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214–223.
Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105–121.
Ucan, S., & Webb, M. (2015). Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions? International Journal of Science Education, 37(15), 2503–2532.
Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143.
Volet, S., Vauras, M., Khosa, D., & Iiskala, T. (2013). Metacognitive regulation in collaborative learning: Conceptual developments and methodological contextualizations. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 67–101). New York: Routledge.
Wang, Y. C. (2015). Promoting collaborative writing through wikis: A new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28(6), 499–512.
Widodo, H. P. (2016). Engaging students in literature circles: Vocational English reading programs. Asia-Pacific Education Researcher, 25(2), 347–359.
Winne, P. H. (2015). What is the state of the art in self-, co- and socially shared regulation in CSCL? Computers in Human Behavior, 52, 628–631.
Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego: Academic.
Winters, F. I., & Alexander, P. A. (2011). Peer collaboration: The relation of regulatory behaviors to learning with hypermedia. Instructional Science, 39(4), 407–427.
Xu, J., & Nie R. (2016). Investigation and analysis of the English competence of freshmen at key universities: A case study of frensmen enrolled in 2014. Foreign Language World, 1, 18–26.
Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. The Internet and Higher Education, 25, 28–36.
Zheng, L., & Huang, R. (2016). The effects of sentiments and co-regulation on group performance in computer supported collaborative learning. The Internet and Higher Education, 28, 59–67.
Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative learning. Smart Learning Environments, 3(1), 1.
Zheng, C., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students’ conceptions of language learning and their online self-regulation. System, 57, 66–78.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic.
Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York: Routledge.
Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5), 645–665.