1. Abdolmaleki, M., & Mohebi, H. (2014). A diagnostic-remedial survey of Iranian EFL teachers' knowledge and practice of supra-segmental pronunciation features. Social and Behavioral Sciences, 98, 36- 43.

2. Aghaei, P., & Jadidi, E. (2013).The effect of EFL teachers' language awareness and gender on their reflectivity. International Journal of Language Learning and Applied Linguistics World, 4 (3), 94-104.

3. Ahmadi, F., & Shafiee, S. (2015). L2 teachers' and learners' beliefs about grammar. International Journal of Language Learning and Applied Linguistics World, 9 (1), 245-261.

4. Akbari, R., & Moradkhani S. (2010). Iranian English teachers' self-efficacy: Do academic degree and experience make a difference? Pazhuhesh-e Zabanha-ye Khareji, 56, 25-47.

5. Alipoor, R. & Jadidi, E. (2016). The Relationship between Iranian EFL Teachers' Reflection and their Cognition about Vocabulary Teaching Style. Social and Behavioral Science, 232, 769-775. [DOI:10.1016/j.sbspro.2016.10.104]

6. Andrews, S. J. (1994). The grammatical knowledge/awareness of native-speaker EFL teachers: What the trainers say. In M. Bygate, A. Tonkyn and E. Williams (Eds.), Grammar and the language teacher (pp. 69–89). Hemel Hempstead: Prentice Hall.

7. Andrews, S. J. (1999). The metalinguistic awareness of Hong Kong secondary school teachers of English (Unpublished doctoral dissertation). University of Southampton, Southampton, England.

8. Andrews, S. J. (2001). The language awareness of the L2 teacher: Its impact upon pedagogical practice. Language Awareness, 13(3), 75–90. [DOI:10.1080/09658410108667027]

9. Andrews, S. J. (2007). Teacher language awareness. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511497643]

10. Andrews, S. J., & Svalberg, A. (2016). Teacher language awareness. In S. May (Ed.), Language awareness and multilingualism (pp. 219-233). New York: Springer. [DOI:10.1007/978-3-319-02325-0_17-2]

11. Andrews, S. J., & McNeill, A. (2005). Knowledge about language and the 'good language teacher'. In N. Bartels (Ed.), Applied linguistics and language teacher education (pp. 159–78). New York: Springer. [DOI:10.1007/1-4020-2954-3_10]

12. Atai, M. R., & Fatahi-Majd, M. (2014). Exploring the practices and cognitions of Iranian ELT instructors and subject teachers in teaching EAP reading comprehension. English for Specific Purposes, 33, 27–38. [DOI:10.1016/j.esp.2013.07.007]

13. Atai, M. R., & Shafiee, Z. (2017): Pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. Teacher Development, 21 (4), 580-596. [DOI:10.1080/13664530.2016.1277257]

14. Bigelow, M. H., & Ranney, S. E. (2010). Knowledge about language for teachers is more than knowing grammar rules. The Journal of Hispanic and Lusophone Linguistics, 3 (1), 217-228. [DOI:10.1515/shll-2010-1070]

15. Caires, S., Almeida, L., & Vieira, D. (2012). Becoming a teacher: Student teachers' experiences and perceptions about teaching practice. European Journal of Teacher Education, 35 (2), 163–178. [DOI:10.1080/02619768.2011.643395]

16. Carter, K. (1990). Teachers' knowledge and learning to teach. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 291–310). New York: Macmillan.

17. Edge, J. (1988). Applying linguistics in English language teacher training for speakers of other languages. ELT Journal, 42 (1), 9–13. [DOI:10.1093/elt/42.1.9]

18. Ferdowsi, M., & Afghari, A. (2015). Audio-recording as a stimulus for reflection in teachers' performance. International Journal of Educational Investigation, 2 (6), 1-9.

19. Gatbonton, E. (2008). Looking beyond teachers' classroom behavior: Novice and experienced ESL teachers' pedagogical knowledge. Language Teaching Research, 12 (2), 161–182. [DOI:10.1177/1362168807086286]

20. Gok, A., & Rajala, E. (2017). Investigating teacher language awareness and language aware practices in Finland (Unpublished master's thesis). University of Jyväskylä, Jyväskylä, Finland.

21. Hales, T. (1997). Exploring data-driven language awareness. ELT Journal, 51 (2), 217–23. [DOI:10.1093/elt/51.3.217]

22. Hayati, A., Vahdat, S., & Khoram, A. (2017). Teacher language awareness revisited: An exploratory study of the level and nature of language awareness of prospective Iranian English teachers. Teaching English Language, 11 (1), 69-94.

23. Hos, R., & Kekec, M. (2014). The mismatch between non-native English as a foreign language (EFL) teachers' grammar beliefs and classroom practices. Journal of Language Teaching and Research, 5 (1), 80-87. [DOI:10.4304/jltr.5.1.80-87]

24. Lindahl, K. M. (2013). Exploring an invisible medium: Teacher language awareness among pre-service K12 educators of English language learners (Unpublished master's thesis). Salt Lake City, Utah, United States.

25. McNeill, A. (1999). Teachers' awareness of lexical difficulty in ESL reading texts (Unpublished doctoral dissertation). University of Wales, Cardiff, Wales, UK.

26. Moradan, A., & Pourasadollah, R. (2014). Teachers' thinking about their teaching: A critical study on Iranian TEFL teachers. Social and Behavioral Sciences, 98, 1194 – 1203. [DOI:10.1016/j.sbspro.2014.03.534]

27. Phipps, S., & Borg, S. (2009). Exploring tensions between teachers' grammar teaching beliefs and practices. System, 37, 380– 390. [DOI:10.1016/j.system.2009.03.002]

28. Sanchez, H. S. (2014). The impact of self-perceived subject matter knowledge on pedagogical practice. Language Awareness, 13 (3), 75–90.

29. Sanchez, H. S., & Borg, S. (2014). Insights into L2 teachers' pedagogical content knowledge: A cognitive perspective on their grammar explanations. System, 44 (1), 45–53. [DOI:10.1016/j.system.2014.02.005]

30. Sharabyan, S. K. (2011). Experienced and very experienced Iranian English language teachers: beliefs about grammar instruction. Social and Behavioral Science, 30, 1081-1085. [DOI:10.1016/j.sbspro.2011.10.211]

31. Svalberg, A. (2016). Language Awareness research: where we are now. Language Awareness, 25 (1), 1-13. [DOI:10.1080/09658416.2015.1122027]

32. Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. London: Longman.

33. Veenman, S. (1984). Perceived problems of beginning teachers. Review of Educational Research, 54 (2), 143-178. [DOI:10.3102/00346543054002143]

34. Wach, A. (2014). Language awareness in EFL teachers, teacher trainees and advanced learners. In A. Lyda, & K. Szczesniak (eds), Awareness in action (pp. 51-69). Switzerland: Springer. [DOI:10.1007/978-3-319-00461-7_4]

35. Williamson, J., & Hardman, F. (1995). Time for refilling the bath: A study of primary student-teachers' grammatical knowledge. Language and Education, 9 (2), 117–34. [DOI:10.1080/09500789509541407]

36. Wong, R. (2011). Developing teacher awareness of language use and language knowledge in English classrooms: Four longitudinal cases. Journal of Foreign Language Teaching, 8, 19–38.

37. Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes-Lomax and G. Ferguson (Eds.), Language in language teacher education (pp. 113–30). Philadelphia: John Benjamins. [DOI:10.1075/lllt.4.09wri]

38. Wright, T., & Bolitho, R. (1993). Language awareness: A missing link in language teacher education? ELT Journal, 47, 292–304. [DOI:10.1093/elt/47.4.292]

39. Yazdanmehr, E., & Akbari, R. (2015). An expert EFL teacher's class management. Iranian Journal of Language Teaching Research, 3 (2), 1-13.

40. Zhang, X., & Hung, S. (2014). A case study of integrating language awareness into grammar teaching in the Chinese EFL context. Journal of Language Teaching and Research, 5 (1), 106-111. [DOI:10.4304/jltr.5.1.106-111]