التعلم القائم على المشاريع لتعزيز قدرة متعلمي اللغة الإنجليزية كلغة أجنبية على كتابة المقالات المقنعة

Abdulrahman, S. A., & Kara, S. (2022). Mentor-mentee relationship: Fifteen career saving suggestions. International Journal of Social Sciences & Educational Studies, 9(3), 138-150. https://doi.org/10.23918/ijsses.v9i3p138

Aghayani, B., & Hajmohammadi, E. (2019). Project-based learning: Promoting EFL learners' writing skills. LLT Journal: A Journal on Language and Language Teaching, 22(1), 78-85. https://doi.org/10.24071/llt.v22i1.1727

Aldabbus, S. (2018). Project-based learning: Implementation & challenges. International Journal of Education, Learning and Development, 6(3), 71-79. https://www.eajournals.org/wp-content/uploads/project-based-learning-implementation-challenges.pdf

Alotaibi, M. G. (2020). The Effect of project-based learning model on persuasive writing skills of Saudi EFL secondary school students. English Language Teaching, 13(7), 19-26. https://doi.org/10.5539/elt.v13n7p19

Argawati, N. O., & Suryani, L. (2020). Project-based learning in teaching writing: the implementation and students’opinion. English Review: Journal of English Education, 8(2), 219-226. https://doi.org/10.25134/erjee.v8i2.2120

Bagheri Nevisi, R., & Adibrad, Z. (2024). Exploring L2 product/process-based writing instruction, self-efficacy, writing autonomy, language proficiency, and strategy use: A SEM Analysis. Applied Research on English Language, 13(1), 1-28. https://doi.org/10.22108/are.2024.139817.2191

Balbay, S. (2019). Enhancing critical awareness through Socratic pedagogy. Eurasian Journal of Applied Linguistics, 5(3), 515-536. https://doi.org/10.32601/ejal.651348

Biju, N., Abdelrasheed, N. S. G., Bakiyeva, K., Prasad, K. D. V., & Jember, B. (2024). Which one? AI-assisted language assessment or paper format: an exploration of the impacts on foreign language anxiety, learning attitudes, motivation, and writing performance. Language Testing in Asia, 14(1), 45. https://doi.org/10.1186/s40468-024-00322-z

Bilgin, R., Yildiz, Y., 2024. Fostering EFL learners’ writing competence through problem-based learning. Forum for Linguistic Studies, 6(3), 574–591. https://doi.org/10.30564/fls.v6i3.6824

Celik, B. (2022). An Investigation of educational value of debates: A case of secondary school children. International Journal of Social Sciences and Educational Studies, 9(3), 319- 329. https://doi.org/10.23918/ijsses.v9i3p319

Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418-102418. https://doi.org/10.29140/ajal.v8n1.102418

Cindrić, I., & Klubička, M. (2024). Applying Montessori principles in teaching English as a foreign language: research overview. Školski Vjesnik: Journal for Pedagogic Theory and Practice, 73(2), 5-31. https://doi.org/10.38003/sv.73.2.1

Deveci, T. (2018). Student perceptions on collaborative writing in a project-based course. Universal Journal of Educational Research, 6(4), 721-732. https://doi.org/10.13189/ujer.2018.060415

Dornbrack, J., & Dixon, K. (2014). Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing. Reading & Writing-Journal of the Reading Association of South Africa, 5(1), 1-8. https://hdl.handle.net/10520/EJC152851

Drisko, J. W., & Maschi, T. (2016). Content analysis. Oxford University Press, USA.

Eslami, Z., & Garver, R. (2013). English language learners and project-based learning. In STEM project-based learning (pp. 119-128). Brill. https://brill.com/view/book/edcoll/9789462091436/BP000014.xml

Ferretti, R. P., & Graham, S. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing, 32(1), 1345-1357. https://doi.org/10.1007/s11145-019-09950-x

Forero, C. G. (2024). Cronbach’s alpha. Encyclopedia of quality of life and well-being research. Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-17299-1_622

Grazzi, E. (2024). Bridging the Gap between EFL and ELF through sociocultural theory. Language Teaching Research, 46(1), 119-129. https://doi.org/10.32038/ltrq.2024.46.09

Guetterman, T. C., & Fetters, M. D. (2018). Two methodological approaches to the integration of mixed methods and case study designs: A systematic review. American Behavioral Scientist, 62(7), 900-918. https://doi.org/10.1177/0002764218772641

Hitimala, H., Damayanti, I. L., & Yusuf, F. N. (2024). Genre-based approach in writing explanation text: a systematic literature review. Journal of English Education, Literature, and Culture, 9 (1), 32-49. http://dx.doi.org/10.30659/e.9.1.32-49

Issa, F. M. (2024). Using infographics as an educational technology tool in EFL writing: University of Baghdad case study. Arab World English Journal, 15(1): 166-181. https://dx.doi.org/10.24093/awej/vol15no1.11

Kara, S. (2024). The Impact of teacher-generated quizzes of Raz-Kids in cultivating primary school students’ reading skills. Arab World English Journal, 15(4): 110 -126. https://dx.doi.org/10.24093/awej/vol15no4.8

Karatsiori, M. (2023). In the pursuit of “Quality Education”: From ancient times to the digital era, can there be a consensus?. Cogent Education, 10(2), 2286817. https://doi.org/10.1080/2331186X.2023.2286817

Kettanun, C. (2015). Project-based learning and its validity in a Thai EFL classroom. Procedia-Social and Behavioral Sciences, 192(1), 567-573. https://doi.org/10.1016/j.sbspro.2015.06.094

Kucuk, T. (2023). Factors leading to writing anxiety in EFL classes. International Journal of Social Sciences & Educational Studies, 10(1), 1-12. https://doi.org/10.23918/ijsses.v10i1p1

Kucuk, T., & Daskan, A. (2024). Mobile Assisted Language Learning (MALL) in Vocabulary: A Study on Tishk Language Preparatory School Students. Arab World English Journal (AWEJ), 15(4),255-266. https://dx.doi.org/10.24093/awej/vol15no4.16

Kurudirek, A., & Berdieva, O. (2024). The more empowered schools, the more fruitful students. Educenter, Jurnal Ilmiah Pendidikan, 3(1), 1–9. https://doi.org/10.55904/educenter.v3i1.921

Laubach, M. (2011). Pestalozzi and his significance in democratic education. Journal of Philosophy and History of Education, 61(1), 185-194.

McKinney, C. (2022). Virtual Free-writing journal portfolios in an intensive English program in Iraq. MA TESOL Collection. https://digitalcollections.sit.edu/ipp_collection/765

Morgana, V. (2024). Fostering English speaking and writing subskills for the Cambridge B2 First through technology-mediated tasks. ReCALL, 36(2), 119-134. https://doi.org/10.1017/S0958344023000277

Ozfidan, B., & Mitchell, C. (2020). Detected difficulties in argumentative writing. Journal of Ethnic and Cultural Studies, 7(2), 15-29. https://www.jstor.org/stable/48710081

Pana, G. U., & Escarlos, G. S. (2017). Contemporary teaching strategies on students’ attitude, academic performance and acquisition of the 21st century skills. International Journal of Scientific & Technology Research, 6(8), 332-337.

Pessoa, S., Mitchell, T. D., & Reilly, B. (2019). Scaffolding the writing of argumentative essays in history. The History Teacher, 52(3), 411-440. https://www.jstor.org/stable/26823670

Piniel, K., & Csizér, K. (2015). Changes in motivation, anxiety and self-efficacy during the course of an academic writing seminar. Motivational Dynamics in Language Learning, 81, 164-194. https://doi.org/10.21832/9781783092574-015

Praba, L. T., Artini, L. P., & Ramendra, D. P. (2018). Project-based learning and writing skill in EFL: are they related?. In SHS Web of Conferences. EDP Sciences. https://doi.org/10.1051/shsconf/20184200059

Prachárová, I. (2020). From Fröbel’s Theory of Education to Constructivist Teaching in Context of Primary Education. International Journal of New Economics and Social Sciences IJONESS, 12(2), 143-152.

Qader, R. O., & Yalcin Arslan, F. (2019). The effect of flipped classroom instruction in writing: a case study with Iraqi EFL learners. Teaching English with Technology, 19(1), 36-55. https://www.ceeol.com/search/article-detail?id=737370

Rouka, E. S., & Anastasiadou, A. (2020). Developing writing skills and promoting peer feedback through project-based learning in a young learners' EFL classroom. Scientific Educational Journal “Educational Circle, 8(1), 56-77. https://educircle.gr/wp-content/uploads/2020/01/teyxos_8_1_5.pdf

Sinaga, R. A., Febrianti, K. V., & Candra, D. (2023). The benefits and drawbacks of adopting mobile learning as perceived by junior high school teachers in Taiwan. Interactive Learning Environments, 31(10), 6356-6365. https://doi.org/10.1080/10494820.2022.2036200

Thomas, M. (2017). Project-based language learning with technology: Learner collaboration in an EFL classroom in Japan. Routledge. https://doi.org/10.4324/9781315225418

Yang, T. (2023). Analysis on the application of the process genre approach in the teaching of continuation task in senior high school. The Educational Review, USA, 7(5), 585-589.https://doi.org/10.26855/er.2023.05.009

Yildiz, Y., & Celik, B. (2020). The use of scaffolding techniques in language learning: Extending the level of understanding. International Journal of Social Sciences & Educational Studies, 7(3), 148-153. https://doi.org/10.23918/ijsses.v7i3p148

Yucedal, H. M., & Shareef, L. A. (2022). Improving language preparatory school students’ writing skills through process approach. Canadian Journal of Language and Literature Studies, 2(5), 50-72. https://doi.org/10.53103/cjlls.v2i5.65.