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

Journal Title:

On Scopus:

【FOCUS】

Problem Statement:

Research Questions:

【METHODOLOGY】

Research Method:

Participants:

Instruments:

Data Analysis:

【VOCABULARY】

Jargons:

Formal words:

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.

【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]

【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.

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