Adey P. (2004). The professional development of teachers: Practice and theory. Dordrecht: Kluwer.
Bax S. (2003). CALL – Past, present and future. System 31.1, 13–28.
Bridges W. (2002). Managing transitions: Making the most of change. London: Nicholas Brealey.
Carless D. (2002). Implementing task-based learning with young learners. ELT Journal 56.4, 389–396.
Chin R. & Benne K. (1970). General strategies for effecting changes in human systems. In Bennis W., Benne K. D. & Chin R. (eds.), The planning of change (2nd edn). London: Holt, Rinehart & Winston, 32–59.
Ellis R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Fullan M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
Fullan M. (2007). The new meaning of educational change (4th edn). Abingdon, UK: Routledge.
Goh C. C. M. (1999). Nationwide curriculum innovation: How do we manage? In Kennedy et al. (eds.), 5–18.
Hall G. E. & Hord S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn and Bacon.
Henrichsen L. E. (1989). Diffusion of innovations in English language teaching: The ELEC effort in Japan, 1956–1968. New York: Greenwood Press.
Holliday A. (1994a). Appropriate methodology and social context. Cambridge: Cambridge University Press.
Holliday A. (1994b). The house of TESEP and the communicative approach: The special needs of state English language education. ELT Journal 48.1, 3–11.
Holliday A. (2005). The struggle to teach English as an international language. Oxford: Oxford University Press.
Ibrahim N. A. (1991). Inservice training in Malaysia for the New Primary Curriculum (KBSR). In Lewin K. M. & Stuart J. S. (eds.), Educational innovation in developing countries: Case-studies of changemakers. Basingstoke, UK: Macmillan, 95–126.
Jenkins J., Cogo A. & Dewey M. (2011). Review of developments in research into English as a lingua franca. Language Teaching 44.3, 281–315.
Kelly P. (1980). From innovation to adaptability: The changing perspective of curriculum development. In Galton M. (ed.), Curriculum change: The lessons of a decade. Leicester, UK: Leicester University Press, 65–80.
Kennedy C. (1987). Innovating for a change. ELT Journal 41.3, 163–170.
Kennedy C. (1988). Evaluation of the management of change in ELT projects. Applied Linguistics 9.4, 329–342.
Kennedy C. (1999). National change. In C. Kennedy et al. (eds.), 1–4.
Kennedy C., Doyle P. & Goh C. C. M. (eds.) (1999). Exploring change in English language teaching. Oxford: Macmillan.
Klippel F. (2008). New prospects or imminent danger? The impact of English medium instruction on education in Germany. In D. E. Murray (ed.), 26–42.
Lambright W. & Flynn P. (1980). The role of local bureaucracy-centered coalitions. In Agnew J. (ed.), Innovation research and public policy. Syracuse, NY: Syracuse University Press, 243–282.
Lamie J. M. (2005). Evaluating change in English language teaching. Basingstoke, UK: Palgrave Macmillan.
Lee K. W. (2007). An investigation of the implementation of the Malaysian ‘SMART’ school project. Ph.D. thesis, Lancaster University.
Li D. (1998). ‘It's always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly 32.4, 677–703.
Lim C. P. & Hang D. (2003). An activity theory approach to research of ICT integration in Singapore schools. Computers & Education 41, 49–63.
Little D. (2002). The European Language Portfolio: Structure, origins, implementation and challenges. Language Teaching 35.3, 182–189.
Markee N. (1997). Managing curricular innovation. Cambridge: Cambridge University Press.
Marpaung M. P. & Kirk T. (1997). Sustaining a project. In B. Kenny & W. Savage (eds.), Language and development: Teachers in a changing world. Harlow, UK: Longman, 241–257.
Marris P. (1974). Loss and change. London: Routledge & Kegan Paul.
Murray D. E. (ed.). (2008). Planning change, changing plans: Innovations in second language teaching. Ann Arbor, MI: University of Michigan Press.
Rogers E. M. (2003). Diffusion of innovations (5th edn). New York: Free Press.
Scott C. D. & Jaffe D. T. (1990). Managing organisational change: A guide for managers. London: Kogan Page.
Stoller F. L. (1994). The diffusion of innovations in intensive ESL programs. Applied Linguistics 15.3, 300–327.
Trowler P. R. (2003). Education policy (2nd edn). London: Routledge.
Wall D. (2005). The impact of high-stakes examinations on classroom teaching: A case study using insights from testing and innovation theory. Cambridge: Cambridge University Press.
Waters A. (2005). Expertise in teacher education: Helping teachers to learn. In Johnson K. (ed.), Expertise in second language learning and teaching. Basingstoke, UK: Palgrave Macmillan, 210–229.
Waters A. (2009). Managing innovation in English language education: State-of-the-Art review. Language Teaching 42.4, 421–458.
Wedell M. (2009). Planning for educational change – putting people and their contexts first. London: Continuum.
White R. V. (1988). The ELT curriculum: Design, innovation, and management. Oxford: Blackwell.
White R. V., Martin M., Stimson M. & Hodge R. (1991). Management in English language teaching. Cambridge: Cambridge University Press.