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1. Commit to reading a paper each week, from Week 3 until Week 13. DO NOT SKIP! (I wish this challenge can last until the end of my third year, but let's see how far I can commit this sem)

2. Try to search for papers published within the last five years.

3. Finish reading all parts and fully understand them before posting.

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【RELIABILITY】

Journal Title:

On Scopus:

【FOCUS】

Problem Statement:

Research Questions:

【METHODOLOGY】

Research Method:

Participants:

Instruments:

Data Analysis:

【VOCABULARY】

Jargons:

Formal words:

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Steps:

1. Visit Scopus website,

2. Click [sources] > [title]

3. Key in the title of the journal

4. If the journal title appears beneath the search bar, it indicates that the journal is a reliable source; if it does not, the journal may not be reliable.

Note: Google Scholar is just a search engine.

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Exploring the Role of Context and Collaboration in Normalising Technology Use in English Language Teaching in Secondary Schools in Malaysia.

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Exploring the Role of Context and Collaboration in Normalising Technology Use in English Language Teaching in Secondary Schools in Malaysia (2020)

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Exploring the Role of Context and Collaboration in Normalising Technology Use in English Language Teaching in Secondary Schools in Malaysia (2020)

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【RELIABILITY】

Journal Title: Computer Assisted Language Learning

On Scopus: YES

【FOCUS】

Problem Statement: The normalisation of technology use in English language classrooms in recent years has yet to be clarified.

Research Questions:

1. To what extent technology become normalised in secondary school English language classes in Malaysia?

2. What role of context and community play in the normalisation process?

Should've been splited into two parts — "context" and "community"

【METHODOLOGY】

Research Method: Qualitative

Participants: Twenty-two secondary school teachers

Instruments: Online surveys and online interviews

Data Analysis: Descriptive, topic, and analytic coding

【VOCABULARY】

Jargons: Technological Pedagogical Content Knowledge (TPACK), Computer Assisted Language Learning(CALL), critical mass, in-house

Formal words: pragmatic, champion, totality, iterative, foreground, impetus, pertinent, dialogic, collegiality, the main thrust, impediment

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Exploring the Role of Context and Collaboration in Normalising Technology Use in English Language Teaching in Secondary Schools in Malaysia.PDF

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Malaysian Secondary School Students’ ESL Writing Performance in an Intensive English Program (2013)

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Malaysian Secondary School Students’ ESL Writing Performance in an Intensive English Program (2013)

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It's not published within the last five years.

【RELIABILITY】

Journal Title: World Applied Sciences Journal

On Scopus: YES

【FOCUS】

Problem Statement: Studies that investigate the effect of intensive writing interventions are scarce, and the few available studies indicate little consistency in their consistency.

Research Questions (five questions):

1. Does the intensive programme significantly affect the students' writing performance with respect to their content(1)/ organisation(2)/ vocabulary(3)/ language use(4)/ mechanics(5) scores

【METHODOLOGY】

Research Method: Quantitative; single group quasi-experimental design

Participants: 30 randomly selected low-scoring students in English Language from Form 4, MRSM Kuala Krai, Kelantan.

Instruments: The participants were asked to write a 200-word story about ‘a memorable trip/day’ (at the pre-test) and about ‘a terrible experience/day’ (at the post-test). The topics were similar and both prompted a narrative response.

Data Analysis: Using an analytics scale that consists of 5 writing sub-constructs.

【VOCABULARY】

Jargons: Expressivism

Formal words: Widely-held view, determinant, corroborate, negligible

Phrases:

Lent support to the claim of...,

Contrary to the above-mentioned studies,

The findings of the present study are in line with XX's study which...

In contrast to the claim of [sth] opponents

Indicated the students' preference for [sth]

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Malaysian Secondary School Students’ ESL Writing Performance in an Intensive English Program

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Gamifying ESL Classrooms through Gamified Teaching and Learning (2022)

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Gamifying ESL Classrooms through Gamified Teaching and Learning (2022)

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It's a review paper, not a research paper.

【RELIABILITY】

Journal Title: Arab World English Journal

On Scopus: NO NO! (Beyoncé is mad)

【REVIEWS ON】

1. The application of gamified learning in ESL lessons

2. The benefits of gamified learning

3. Considerations that should be made to tackle the weaknesses of gamified learning

【VOCABULARY】

Jargons: Gamification, gamified learning, self-determination theory, Massively Multiplayer Online Role-playing Games (MMORPG)

Formal words: Substantially, essentially, postulate, imperative, employ (use sth for a specific purpose), adopt (start using sth new), prudent, insinuate (wrongly used in the article)

【OTHER】

Comment:

Btw this paper is badly written. Sentences in many paragraphs have very weak coherence. Some are even not logically connected. Keep saying the same thing over and over. Overlong introduction.

Special Note:

We can cite this paper if we want to conduct research in the same area of interest. The paper suggested that future studies investigate the weaknesses of gamified ESL lessons in the local context of Malaysia and provide more solutions to tackle the problems.

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Gamifying ESL Classrooms through Gamified Teaching and Learning

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If 50% of all the people in a population of 20000 people drink coffee in the morning, and if you were repeat the survey of 377 people ("Did you drink coffee this morning?") many times, then 95% of the time, your survey would find that between 45% and 55% of the people in your sample answered "Yes".

The remaining 5% of the time, or for 1 in 20 survey questions, you would expect the survey response to more than the margin of error away from the true answer.

When you survey a sample of the population, you don't know that you've found the correct answer, but you do know that there's a 95% chance that you're within the margin of error of the correct answer.

Try changing your sample size and watch what happens to the alternate scenarios. That tells you what happens if you don't use the recommended sample size, and how M.O.E and confidence level (that 95%) are related.

To learn more if you're a beginner, read Basic Statistics: A Modern Approach and The Cartoon Guide to Statistics. Otherwise, look at themore advanced books.

In terms of the numbers you selected above, the sample size n and margin of error E are given by
where N is the population size, r is the fraction of responses that you are interested in, and Z( c/100) is the critical value for the confidence level c.

If you'd like to see how we perform the calculation, view the page source. This calculation is based on the Normal distribution, and assumes you have more than about 30 samples.

About Response distribution: If you ask a random sample of 10 people if they like donuts, and 9 of them say, "Yes", then the prediction that you make about the general population is different than it would be if 5 had said, "Yes", and 5 had said, "No". Setting the response distribution to 50% is the most conservative assumption. So just leave it at 50% unless you know what you're doing. The sample size calculator computes the critical value for the normal distribution. Wikipedia has good articles on statistics.

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If 50% of all the people in a population of 20000 people drink coffee in the morning, and if you were repeat the survey of 377 people ("Did you drink coffee this morning?") many times, then 95% of the time, your survey would find that between 45% and 55% of the people in your sample answered "Yes".

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Role of Gamification in Classroom Teaching: Pre-Service Teacher's View (2020)

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Role of Gamification in Classroom Teaching: Pre-Service Teacher's View (2020)

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【RELIABILITY】

Journal Title: International Journal of Evaluation and Research in Education (IJERE)

On Scopus: YES

【FOCUS】

Objectives: To determine pre-service teachers' views in using gamification in their language teaching.

Research Questions:

1. What are the pre-service teachers' preferences in using games during language teaching?

2. What are the barriers faced by pre-service teachers while using gamified activities in language over the 16-week internship?

3. What are the pre-service teachers' perceptions on the effectiveness of using gamification language teaching?

【METHODOLOGY】

Research Method: Quantitative

Participants: 33 pre-service teachers enrolled in Teaching English as a Second Language (TESL) programme during undergraduate training.

Instruments: Quantitative Survey - Likert Scale

Data Analysis: Statistical Package for the Social Science (SPSS)

【VOCABULARY】

Jargons: Reward-based learning, intrinsic motivation, extrinsic motivation, a behaviour is internalised

Formal words: Concordant

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Role of Gamification in Classroom Teaching - Pre-Service Teacher's view

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Cronbach's alpha (Cronbach's α), also known as tau-equivalent reliability (ρT) or coefficient alpha (coefficient α), is a reliability coefficient and a measure of the internal consistency of tests and measures.[1][2][3] It was named after the American psychologist Lee Cronbach.