Acar, T.
(2016) Measurement of attitudes regarding foreign language skills and its relation with success. International Journal of Evaluation and Research in Education, 5(4), 310–322. DOI logoGoogle Scholar
Ainley, M., Hillman, K., & Hidi, S.
(2002, 2002/08/01/). Gender and interest processes in response to literary texts: situational and individual interest. Learning and Instruction, 12(4), 411–428. DOI logoGoogle Scholar
Babayiğit, S.
(2015) The dimensions of written expression: Language group and gender differences. Learning and Instruction, 351, 33–41. DOI logoGoogle Scholar
Berninger, V. W., & Graham, S.
(1998) Language by hand: A synthesis of a decade of research on handwriting. Handwriting Review, 121, 11–25.Google Scholar
Berninger, V. W., & Swanson, H. L.
(1994) Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. Advances in cognition and educational practice, 21, 57–81.Google Scholar
Bijami, M., Kashef, S. H., & Khaksari, M.
(2013) Gender differences and writing performance: A brief review. International Journal of Education and Literacy Studies, 1(2), 8–11. DOI logoGoogle Scholar
Camacho, A., & Alves, R. A.
(2017) Fostering parental involvement in writing: Development and testing of the program Cultivating Writing. Reading and Writing: An Interdisciplinary Journal, 30(2), 253–277. DOI logoGoogle Scholar
Carroll, J. B.
(1964) Language and thought. Prentice Hall.Google Scholar
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S.
(2003) Applied multiple regression/correlation analysis for the behavioral sciences (3rd ed.). Lawrence Erlbaum Associates, Inc.Google Scholar
Cortes, V.
(2019) Considering the importance of L2 learners’ writing needs. Journal of Second Language Writing, 461, 100679. DOI logoGoogle Scholar
Coyle, D.
(2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10(5), 543–562. DOI logoGoogle Scholar
Cumming, A.
(2016) Theoretical orientations to L2 writing. In R. M. Machón & P. K. Matsuda (Eds.), Handbook of second and foreign language writing (pp. 65–88). De Gruyter. DOI logoGoogle Scholar
Education Northwest
(2013) Grades K–2 Traits Rubric for Ideas. [URL]
Fontecha, A. F., & Alonso, A. C.
(2014) A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction. International Journal of English Studies, 14(1), 21–36. DOI logoGoogle Scholar
Genesee, F., & Lindholm-Leary, K.
(2013) Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33. DOI logoGoogle Scholar
Graham, K. M., Choi, Y., Davoodi, A., Razmeh, S., & Dixon, L. Q.
(2018) Language and content outcomes of CLIL and EMI: A systematic review. Latin American Journal of Content & Language Integrated Learning, 11(1), 19–37. DOI logoGoogle Scholar
Graham, S.
(2008) Effective writing instruction for all students. [URL]
Graham, S., Gillespie, A., & McKeown, D.
(2013) Writing: Importance, development, and instruction. Reading and Writing: An Interdisciplinary Journal, 26(1), 1–15. DOI logoGoogle Scholar
Heras, A., & Lasagabaster, D.
(2015) The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88. DOI logoGoogle Scholar
Juel, C., Griffith, P. L., & Gough, P. B.
(1986) Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. DOI logoGoogle Scholar
Kalali, N. N., & Pishkar, K.
(2015) Genre analysis and writing skill: Improving Iranian EFL learners writing performance through the tenets of genre analysis. Advances in Language and Literary Studies, 6(6), 119–130. DOI logoGoogle Scholar
Kamari, E., Gorjian, B., & Pazhakh, A.
(2012) Examining the effects of gender on second language writing proficiency of Iranian EFL students: Descriptive vs. opinion one-paragraph essay. Advances in Asian Social Science (AASS), 3(4), 759–763.Google Scholar
Kim, T. Y.
(2010) Socio-political influences on EFL motivation and attitudes: Comparative surveys of Korean high school students. Asia Pacific Education Review, 11(2), 211–222. DOI logoGoogle Scholar
Kobayashi, Y.
(2002) The role of gender in foreign language learning attitudes: Japanese female students’ attitudes towards English learning. Gender and Education, 14(2), 181–197. DOI logoGoogle Scholar
Lahuerta, A.
(2017) Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: The impact of grade and gender. The Language Learning Journal, 48(2), 121–132. DOI logoGoogle Scholar
Lasagabaster, D.
(2008) Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 11, 30–41. DOI logoGoogle Scholar
Lips, H. M.
(2019) Gender: The basics (2nd ed.). Routledge.Google Scholar
Mady, C., & Seiling, A.
(2017) The coupling of second language learning motivation and achievement according to gender [Article]. Theory and Practice in Language Studies, 7(12), 1149–1159. DOI logoGoogle Scholar
McMaster, K. L., Shin, J., Espin, C. A., Jung, P., Wayman, M. M., & Deno, S. L.
(2017) Monitoring elementary students’ writing progress using curriculum-based measures: Grade and gender differences. Reading and Writing, 30(9), 2069–2091. DOI logoGoogle Scholar
Merisuo-Storm, T.
(2007) Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education, 23(2), 226–235. DOI logoGoogle Scholar
Mori, S., & Gobel, P.
(2006) Motivation and gender in the Japanese EFL classroom. System, 34(2), 194–210. DOI logoGoogle Scholar
Nair, S. M., & Hui, L. L.
(2018) An analysis of common errors in ESL descriptive writing among chinese private school students in Malaysia. International Journal of Education and Practice, 6(1), 28–42. DOI logoGoogle Scholar
Nation, I. S. P.
(2009) Teaching ESL/EFL reading and writing. Routledge.Google Scholar
Ningrum, A. S. B., Latief, M. A., & Sulistyo, G. H.
(2016) The effect of mind mapping on EFL students’ idea development in argumentative writing across gender differences and learning styles. Dinamika Ilmu, 16(1), 149–166. DOI logoGoogle Scholar
Pae, H. K.
(2014) Forced choice or free choice?: the role of question formats in predicting speaking and writing skills of nonnative speakers of English. Educational Assessment, 19(2), 97–115. DOI logoGoogle Scholar
Plonsky, L., & Oswald, F. L.
(2014) How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. DOI logoGoogle Scholar
Polio, C.
(2019) Keeping the language in second language writing classes. Journal of Second Language Writing, 461, 100675. DOI logoGoogle Scholar
Roquet, H., Llopis, J., & Pérez-Vidal, C.
(2016) Does gender have an impact on the potential benefits learners may achieve in two contexts compared: Formal instruction and formal instruction + content and language integrated learning? International Journal of Bilingual Education and Bilingualism, 19(4), 370–386. DOI logoGoogle Scholar
Royston, P.
(2004) Multiple imputation of missing values. The Stata Journal, 4(3), 227–241. DOI logoGoogle Scholar
Slattery, P.
(2012) Curriculum development in the postmodern era: Teaching and learning in an age of accountability (3rd ed.). Routledge. DOI logoGoogle Scholar
(2019) Stata statistical software (Release 16) [Computer software]. StataCorp LLC. [URL]
Steinlen, A. K.
(2018) The development of German and English writing skills in a bilingual primary school in Germany. Journal of Second Language Writing, 391, 42–52. DOI logoGoogle Scholar
Sunderland, J.
(2000) Issues of language and gender in second and foreign language education. Language Teaching, 33(4), 203–223. DOI logoGoogle Scholar
Tedick, D. J., & Cammarata, L.
(2012) Content and language integration in K–12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45(s1), s28–s53. DOI logoGoogle Scholar
Whittaker, R., & Llinares, A.
(2009) CLIL in social science classrooms: Analysis of spoken and written productions. In Y. Ruiz de Zarobe & R. M. Jiménez Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 215–234). Multilingual Matters. DOI logoGoogle Scholar
Xu, W., & Case, R. E.
(2015) Age-related differences in motivation in learning English among Mainland Chinese students. International Journal of Applied Linguistics, 25(1), 67–82. DOI logoGoogle Scholar