SCHOOL OF EDUCATION AND SOCIAL SCIENCES

SEMESTER: 5
ASSIGNMENT: ARTICLE REVIEW (20%)
PROGRAMME (B.TESL)
SUBJECT/CODE: ERS20603 RESEARCH METHODS

NAME OF GROUP MEMBERS:

NO NAME MATRIC NO SIGNATURE
1. NADIA ALESA BINTI CHE 012018071514
NORDIN

LECTURER: Dr. Ali Sorayyaei Azar

DATE OF SUBMISSION: 26 March 2020

1
RESEARCH METHODS IN LANGUAGE LEARNING (ERS 20603) Rubric for Article Review
(Assignment 20%; FEB 2019)

Moderate
Criteria Exceptional 5 Good 4 Weak 2 Very weak 1 Score
3

The introduction Introduction is

1.
was totally The introduction quite good,
INTRODUCTION Introduction is Introduction does
supporting and was relevant at somewhat clear
have provided but elements weak, vague and not address the _X 2
times; thoughtful
-background lump of evidences discussed are elements topic and the =
and unique in
-purpose to the study. inadequate. discussed are elements ____
relation to the
inadequate. discussed.
study.
(10%) (C6, A5)

2. Understanding Somewhat
of the Topic Completely accurate; more Completely
accurate; all facts Few accurate
Mostly accurate; a than a few inaccurate; the
were precise and contents: a lot of _X 2
-the audience few inconsistencies inconsistencies or facts in the
explicit errors were in inconsistencies or =
or errors were in reviews were
information errors were in ____
-the accuracy of information misleading to the
information
review (10%) (C6, audience
A5)
Went above and
Did a good job of
beyond to research
researching which
information
covering resources Used the material Used very little of
3. Critical (objectives,
objectives, provided in an the material
Discussion methodology and Did not utilize
methodology and acceptable provided in an
findings of the resources
findings of the manner & made acceptable
-methods -results research); solicited research; utilized an attempt to manner but did
effectively; did
-discusssion material in addition little or no fact
materials provided consult some not consult any _X6=
-strengths & to what was gathering on the
to their full additional additional ___
provided; brought objectives,
potential; solicited resources such as resources such as
in personal ideas methodology and
weaknesses adequate resources objectives, objectives,
and information to findings of the
to enhance their methodology and methodology and
enhance the study; research.
study; at time took findings of the findings of the
(30%) (C6, A5) utilized also
the initiative to find research. research.
variety of
other supportive
resources to make
information.
the study effective
Makes very good Makes some
personal opinions Makes good personal opinions Makes a few
4. Research (or other) (or other) Without
personal opinions personal opinions
Implication connections with (or other) connections with considering
(or other)
experiences and experiences and personal opinions _X 6
connections with connections with
demonstrates demonstrates but more on =
-implication experiences and experiences and
strong sense of some sense of demonstrations of ____
-suggestions (30%) demonstrates clear demonstrates
implications implications. unrelated facts
(C6, A5) sense of some sense of
and implications
implications implications

5. MECHANICS Written work has Written work is Written work has Written work has Written work has _X 2
(10%) no errors in word relatively free of several errors in serious and very serious and =____
selection and use, errors in word word selection persistent errors persistent errors
-grammar -syntax sentence structure, selection and use, and use, sentence in word selection in word selection
-word choice spelling, sentence structure, structure, and use, sentence and use, sentence
punctuation, and spelling, spelling, structure, structure,
capitalization. punctuation, and punctuation, and spelling, spelling,

2
 punctuation, and
punctuation, and
capitalization. (1-5 capitalization. (6- capitalization.
capitalization.
errors) 10 errors) (more than 15
(11-15 errors)
errors)

FEB 19, SESS

6.
Format Extremely well Somewhat Not well Choppy and
of the organized; logical format Presented in a organized, ideas organized; ideas confusing; format
Article that was easy to follow; thoughtful manner; were presented were not was difficult to
Review flowed smoothly from there were signs of quite coherently but presented follow transitions
_X 2
one idea to another and organization and transitions were not coherently and of ideas were
=____
(10%) cleverly conveyed; the most transitions always smooth, transitions were abrupt and
(C3, A4) organization enhanced the were easy to follow which at times unclear, which seriously
effectiveness of their and ideas unclear distracted the distracted the distracted the
study audience audience audience

Score /100%

FEB 19, SESS

3
 TABLE OF CONTENTS

1.0 INTRODUCTION 5

2.0 ARTICLE REVIEWS 6-13

3.0 CONCLUSION 14

4.0 REFERENCES 15

4
1.0 INTRODUCTION

Based on the five research articles that I have read and analysed, I have been able to
formulate the related research methodology, emulate relevant points, and write a research
proposal based on the research paper and I have been able to write the references in APA
style. This five research paper mainly was from the year 2019, and mostly was the problems
faced by ESL classroom. The purpose of this research paper was to analyse 5 different
articles and to provide sufficient knowledge of the subject by analysing the article. The 5
major research articles have focused on different parts of difficulties and problems in ESL
classroom. I have been able to conclude the research articles and come out on the review for
all of the research articles individually. In conclusion, the assignment was based of different
research papers but under one topic, ESL classroom.

5
2.0 ARTICLE REVIEWS

1. The perspectives of using research slides in ESL classroom amongst primary school
teacher English language teachers in Pasir Gudang, Johor Bahru

Link: https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E11710585C19.pdf

Tan H.K., Tharani P., Kokilavathi P., Selvakumari S., (2019) conducted a study about
the perspectives of using research slides in ESL classroom amongst primary school teacher
English language teachers in Pasir Gudang, Johor Bahru. The usage of research papers in
ESL classroom have grown significantly and rapidly to facilitate teaching and learning
process in school. This research paper focuses on the technological aspects of the usage of
interactive slides in ESL classroom. The research conducted revealed that there was quite a
significance difference amongst expert and novice teachers towards their techniques in
classroom. The focused area of the study revolves around the teachers’ perspective on
effectiveness and challenges of using IS in ESL classroom as well as ways to encourage the
usage of IS in ESL classroom among primary school English Language teachers.
The settings were used a series of questionnaires and responded to 179 teachers.
Additionally, semi-structured interviews between five teachers were conducted as well to
endorse quantitative data. Main instrument for this study is a questionnaire that consists of 17
items which will be utilized to collect data in a statistical form. Likert Scale is the design
basis for the questionnaire to enable the respondents to choose the best choice to support their
judgments. Another instrument for this study is the semi-structure interview. Saturated
interview was conducted five times among the English teachers to reach a point where there
will be no new discovery of information or data. This instrument is to support the results
obtained from the questionnaire.
The findings for this study were that majority of the teachers (77.1%) are not familiar
with the use of Interactive Slides (IS) in their classroom while only a few of them (4.5%) are
not aware of it. Most of the teachers are using IS occasionally (72.1%) in their classroom
while a portion of them (38%) using it regularly during teaching session. Based on this
information it can be deduced that most of the teachers are aware of IS but seldomly using
them as one of their teaching aids. Majority of the teachers (67.6%) agreed that IS can
improve students’ understanding on the learning contents as well as claimed that it is

6
interactive and enjoyable among students (82.7%). This shows that teachers believe and agree
on the effectiveness of using IS in ESL classrooms. One the challenges stumbled upon by the
teachers are shortage of available ICT facilities to conduct lessons using IS. Through the
study it was also revealed that time constraint is one of the challenges as more time is needed
for the teachers to prepare the materials and this discourages them. Another challenge
discovered through this study is that most of the teachers are not familiar with the IS software
as there are no hands-on courses and workshop related to preparation and implementation of
IS. Most of the respondents (96.6%) agreed that sufficient facilities would encourage them to
implement IS in their ESL classrooms. Morevover, acknowledgement for using IS in their
classroom is one of the way suggested by the teachers (84.4%) to encourage the
implementation of IS.
The authors suggested that the teachers should upgrade their skills in using IS through
activities and programs such as workshops, courses as well as PLC sessions. Sufficient
facilities would encourage the teachers to implement IS in their classroom as well. It is also
suggested by the authors to conduct further study with a larger number of respondents as well
as conducting it in different settings (other districts and states). This initiative would enable
researcher to collect more information which would further generalize and validate the results
obtained.

2. The challenges and solutions of ESL students in secondary school students in

Malaysia

Link: https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E11640585C19.pdf

Rubina A., Hanita H., Sajid H., Aminabibi S., (2019) conducted a systematic review
of the challenges and solutions of ESL students in secondary school students in Malaysia. In
this study, the main goal was to provide a number of systematic literature review and to
investigate the students’ academic performances, challenges and the solutions. The research
conducted revealed that generally, the students’ academic was influenced by the academic
writing skills of the students. Previous researcher has found out that the students have had
enormous challenges such as teaching method, students attitude and language ability.
Besides, the students were expected to understand complicated and significant skills in
language learning and production. This study has concluded that the academic purposes has

7
been generally linked to academic success. The research objectives was to investigate major
academic writing challenges that was encountered by ESL students and to examine the
teaching strategies that helps to improvise on the students’ academic writing skills.
The participants were a number of ESL students. A total number of twenty seven
articles regarding academic writing challenges and the total solutions from different
education level were generally reviewed. From the total numbers of twenty seven articles,
fourteen was related to Malaysian ESL while the other thirteen articles were non-Malaysian
ESL students. For example, students from Bangladesh, Korea, Iran, Oman, Pakistan,
Indonesia and Thailand. Based on the total literature review, the literature review was
initially conducted in three major phases. Firstly, the Malaysian and Non-Malaysian students’
academic writing challenges at different levels. Second, the difference in teaching strategies
was used as the solutions in academic writing. Finally, the teaching strategies that
successfully helped ESL students to develop their academic skills of writing and reading was
comprehend.
The findings were proven that the most difficult task for ESL students was writing.
Most ESL students in secondary school have a strong negative attitude towards English
writing. In terms of quality, tenses error, student motivation, it was found out that students
had a limited number of vocabulary and weak sentence structure. The academic writing
challenges of students in ESL classroom were language, attitude and teaching methods. In
addition, the major difficulties was negative attitude towards the lesson. Fear of exam and
incoherent examination system, cultural belief, anxiety and motivation lacking were the
major setbacks of the issue. The traditional teaching method was a huge flop and the teachers
was not entirely willing to move on to new teaching styles and strategies. The teaching
strategies of different teachers in different schools showed that most teachers in Malaysia
uses combination of traditional and online teaching methods. Besides, the teachers had also
included blended learning, task based and collaboration learning to further cater to the
students needs.
The authors suggested that the challenges that the challenges towards academic
writing in school of ESL students was proven to be reduced if the students spends time to
develop their writing skills. The language teacher had not enough time to provide with
sufficient opportunities for the writing practice in class; in which results in incompetency of
the students which have affected their writing skills. In conclusion, this research paper had
found out that the usage of Blended Learning method in teaching and writing, collaborative

8
learning and task-based methods were able to improvise student’s attitude on their writing
skills apprehension.

3. The comparative analysis of writing approaches practised in the Malaysian ESL

classroom in primary schools in Malaysia

Link: http://jespnet.com/journals/Vol_6_No_3_September_2019/17.pdf

Sarala T., Elizabeth M., Hazila K., Ahmad Z., (2019) conducted a study about the
comparative analysis of writing approaches practised in the Malaysian ESL classroom in
primary schools in Malaysia. The research paper had successfully highlighted on the process
approach to be compared with product writing approach. This research paper focuses on the
technological aspects of the usage of interactive slides in ESL classroom. Besides, the
research has found out that Malaysian English was considered as the Second Language and
had some writing skills deficiency amongst the students coherently. Malaysian students were
exposed to English language from Primary 1 to Form 5, however, the research was found out
that it still has incompetency and the exposure was not enough. The Malaysian University
English Test, MUET, was only considered as the minimum requirements towards university
students. The students that were incompetent was struggling in the tertiary level. The research
conducted revealed that Malaysian schools should have developed Higher Order Thinking
Skills, thus, writing approaches of teaching English in ESL classroom were to be written
more comparatively. The research objectives was to study the teachers’ preferred writing
approaches towards students in ESL classroom.
The setting was mixed with method in nature. The data collected from ten TESL
teachers who have conducted a number of writing lessons to English primary students, aged
nine to ten years old. The classes were observed using checklist. Besides, the students’ were
analysed on their writing patterns based on their production of the written tasks. The checklist
were analysed as a whole using the Rasch Measurement Model, as the findings were to
identify the teachers’ choice of writing instructions that was used in class. The method was to
identify the number of approach that was preferred by the service teachers to teach English in
primary ESL classroom.

9
 The findings of this study was confirmed that all of the selected teacher trainees had
practised significant product approach in the ESL classrooms. Besides, based on the findings
and earlier research that was done, the service teacher was predominantly questioned by
using questionnaire prepared based on two approaches. The questionnaire that was tested was
by using Rasch Measurement which was proven reliable. The service teacher had practiced a
number of guided writing and three writing strategies of product approach. Firstly,
familiarization, controlled writing and guided writing. Next, for process approach,
brainstorming, planning, mindmapping, draft, feedback, editing and final draft. The teachers
were found to consider third stage of product approach as the final of the writing stage in
teaching and writing. Chow (2017) stated that the writing instruction of Malaysian writing
classroom is considered as product oriented. The strategies of mindmapping, brainstorming,
and planning appropriately had triggered the students to a certain extent. In addition, the
students may have generally developed a passive writing techniques which was carried out
occasionally. Mahaletchumy (1994) stated that there was a major discrepancy and setbacks
between teacher’s knowledge and actual classroom.
The authors suggested the study had indicated that the teachers have preferred to
employ certain product approach to teach lessons to primary students. The written works
which was prepared shows the requirements which was prepared. The teachers were found to
provide input to students at the very beginning of the lesson. The primary students was found
to produce a large number of final piece writing using sentence structure. The activities
which was included indicates that the first approach of the research question was answered,
in which the product approach was used as the main writing instructions to teach in ESL
classroom. next, the studies have also found out that product approach was widely used in
preparing the lesson. In conclusion, the teachers had to practice a number of strategies of
process writing to involve the students in writing activities.

4. The challenges faced by teacher in adopting Communicative Language Teaching

(CLT) in a national primary school in Klang Valley, Malaysia

Link: https://www.city.edu.my/CUeJAR/pdf/issue2/CUeJAR_2019_1_2_148to162.pdf

Nalini D., Subadrah M., (2019) conducted a study about the challenges faced by
teacher in adopting Communicative Language Teaching (CLT) in a national primary school
in Klang Valley, Malaysia. The CLT is a teaching model which was set as the teaching of

10
communicative competence. This research paper focuses on the challenges faced by the
primary school students in adopting CLT in their ESL classroom. The research conducted
revealed that this study have used semi-structured interviews to obtain responses from
primary school teacher. In addition, this paper have found out prior studies to be revealed due
to factors which was beyond the teacher’s control. The previous study, Derakshan & Torabi
(2015) have investigated that the challenges of CLT which has no specific study on the
challenges was faced by the primary school teachers of methodology. The study was also to
investigate the teaching process and student’s development of the authentic classroom. The
study findings have found out that the findings have provided insights and ideas on the
traditional methods of conventional teaching practices. This research paper has profound
influence on the learning outcomes itself. The research objectives was to study the challenges
faced by the teachers in adopting CLT method in ELT classroom and the teachers suggestions
to carry out the CLT method in ESL classroom..
The participants were the teachers from a national primary school in Klang Valley.
The primary school has a total population of 520 students from year one to six. The classes
were not graded, thus the level of English proficiency was at average level. There were a total
numbers of 35 to 45 students. The usage of the English language which was outside school
was limited. A qualitative method was used such as interviews to collect data. There were 12
English language teachers in the school and based on purposive sampling, there was one male
and two female teachers that was selected as the samples for the study. Two of them had 10-
12 years experiences of teaching and one of them 13 years of teaching in all standards 1-6.
The data for this study was gathered through a specific focus group sessions.
The findings to the interview questions were suggested that all three teachers were not
totally convinced that CLT methods would have benefitted the students. In addition, there
were a number of challenges that the teachers have faced in utilising CLT method as it was
not easy to adopt to CLT method. The teaching method, based on the number of passes in
UPSR examination, was found out that the teaching style was more exam oriented. The
teachers catered to the examination syllabus and was not able to provide sufficient emphasis
on the speaking skills of the students. Teacher B has stated that she gave a lesser importance
to speaking on the speaking activities of the classroom compared to the one tested in UPSR
examination. Teacher A has also said that although the CLT method mostly focuses on
speaking fluency, the accuracy was not consistent. Teacher C has concluded that although the
students from urban areas, mostly because they are not from English speaking background.
She has also concluded that the students felt shy to speak and were reluctant to participate on
11
classroom activities. The study revealed that the CLT method is not fully implemented in
schools, this was because some dependency on the traditional teaching methods. The
developers of CLT needs to provide training to all CLT method based on the language
speaking skills.
The authors suggested that it is revealed that some issues as misconception amongst
the teachers and the teachers were convinced that the CLT method has benefited the students
in many ways. In pedagogical terms, the respondent found out that the teachers had a limited
knowledge in CLT. There were some issues of misconception amongst the teacher in the
exam-oriented teaching. The Minister of Education should have considered small classrooms
for primary school students to enhance on students and teachers interaction. The findings
have found out that the study supported previous studies but it was not easy for CLT to be
fully applied at school without proper training.

5. Teachers approach on teacher’s questioning approaches in ESL Classroom

Link:
https://www.researchgate.net/profile/Rosniah_Mustaffa/publication/289641545_Teachers
%27_Questioning_Approaches_in_the_Malaysian_ESL_Classroom/links/5d82145a299bf199
6f750bb0/Teachers-Questioning-Approaches-in-the-Malaysian-ESL-Classroom.pdf?
origin=publication_detail

Noorizah M., Idris A., and Mustaffa H., (2015) conducted a study on teacher’s
questioning approaches in the Malaysian ESL classroom since there is limited research to
investigate the type of questions that are posed by teachers in the ESL classroom. The focus
for this study is to describe questioning approaches of four teachers from selected Malaysian
primary schools. The teacher and student interaction will be identified to examine type of
language that is practiced in the classroom. The objective of the study was to know what
forms of questions are used by teachers in Kelantan, Selangor, Melaka and Sarawak schools?
The study was conducted in four Malaysian states; Selangor, Melaka, Kelantan and
Sarawak. This paper presents the results of classroom discourse analysis in four primary
schools between teachers and students. The sample study consisted of four teachers from

12
selected schools in Selangor and Kelantan. Information were obtained from two Selangor
town schools and two Kelantan rural schools.
The finding showed that display questions were the majority type of questions used.
Despite some of the study's drawbacks, including the fairly limited sample, some important
conclusions can be taken from the analysis. First the act of asking a good question is difficult
in a cognitive sense. It needs significant knowledge of the pedagogical material and demands
that teachers learn their material and students well. The findings of this study indicate that
teachers should be more attentive to questions raised in their classrooms. The types of
questions posed are decided in certain cases by the pedagogical aims of the lessons. Such
questions do not provide opportunities for students to interact or promote the communicative
potential of the students. Students should be motivated to extend their thought by creating
and generating longer responses.
The authors suggested the usage of referential question rather than display question as
they challenge pupil to initiate the usage of language in producing a comprehensible output.
Display question is commendable to help students to build up their confidence, but it does not
induce high order thinking in comparison to referential question. The authors also suggested
teachers to be more familiar with different type of questions as well as developing their
question skills to help students to think more creatively and critically. Significant
contribution to improve learning and teaching can be made if the questioning approach is
used well.

13
3.0 CONCLUSION

The research papers was a combination of different numbers of articles research

review on the problems faced by ESL classroom in Malaysia. By doing this research, I have
found out that there are many challenges that was faced by students in everyday classroom.
New format of teaching has become quite challenging to be compared with the traditional
settings of classroom learning. The methodology of each research paper was different, for
example, there were questionnaires, surveys and interviews. Based on this research review, I
have been able to fully apply my knowledge based on what I have learnt in classroom. in
addition, I have also been able to evaluate, analyse on current issues from a number of
relevant sources via the net. In conclusion, I have also been able to involve in critical thinking
and problem-solving based on the research papers.

14
4.0 REFERENCES

1. Tan H.K., Tharani P., Kokilavathi P., Selvakumari S., (2019), The perspectives of
using research slides in ESL classroom amongst primary school teacher English
language teachers in Pasir Gudang, Johor Bahru, Retrieved from
https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E11710585C19.pdf
2. Rubina A., Hanita H., Sajid H., Aminabibi S., (2019) The challenges and solutions of
ESL students in secondary school students in Malaysia, Retrieved from
https://www.ijeat.org/wp-content/uploads/papers/v8i5C/E11640585C19.pdf
3. Sarala T., Elizabeth M., Hazila K., Ahmad Z., (2019), The comparative analysis of
writing approaches practised in the Malaysian ESL classroom in primary schools in
Malaysia, Retrieved from
http://jespnet.com/journals/Vol_6_No_3_September_2019/17.pdf
4. Nalini D., Subadrah M., (2019), The challenges faced by teacher in adopting
Communicative Language Teaching (CLT) in a national primary school in Klang
Valley, Malaysia, Retrieved from
https://www.city.edu.my/CUeJAR/pdf/issue2/CUeJAR_2019_1_2_148to162.pdf
5. Noorizah M., Idris A., and Mustaffa H., (2015) Teachers approach on teacher’s
questioning approaches in ESL Classroom, Retrieved from
https://www.researchgate.net/profile/Rosniah_Mustaffa/publication/289641545_Teac
hers
%27_Questioning_Approaches_in_the_Malaysian_ESL_Classroom/links/5d82145a2
99bf1996f750bb0/Teachers-Questioning-Approaches-in-the-Malaysian-ESL-
Classroom.pdf?origin=publication_detail

15