Method

This study used a systematic literature review which identifies, selects and
critically appraises research in order to answer a clearly formulated question (Dewey &
Drahota, 2016). Literature review is a comprehensive, transparent search conducted
over multiple databases and grey literature that can be replicated and reproduced by
other researchers. It involves planning a well thought out search strategy which has a
specific focus or answers on a defined question. The review identifies the type of
information searched, reviewed and reported within known timeframes. Authors create
criteria for deciding on which evidence is included or excluded before starting the
systematic review. This helps reduce the risk of bias and makes its findings more
reliable. Systematic reviews should clearly state objectives with an explicit and
reproducible methodology; attempt to identify all studies that meet the eligibility criteria
through a detailed search strategy; assess the validity of the findings of the included
studies; and synthesize the studies' findings in a systematic way (Moher, 2009). Hence,
this study prepared and followed a clearly defined plan where the criteria were clearly
stated before the review was conducted to be able to collect dependable and all existing
evidence and relevant literature on the effectiveness of teaching strategies used by
BTVTED teachers.

In addition, systematic review methodology employs the same principles and rigor
required in primary research. Thus, it is deemed that using literature review in
determining the teaching strategies of the BTVTED teachers is appropriate to be able to
determine, highlight and enhance the teaching strategies, and be able to put forward
and adopt other possible teaching strategies that could be employed on the teaching of
the BTVTED subjects. Moreover, the importance and the rigidity of systematic literature
in delivering a clear and comprehensive overview of available evidence on BTVTED
teacher’s teaching strategies, refining knowledge and developing new research ideas
pertinent to the teaching strategies of BTVTED Teachers, and gaining critical skills in
synthesizing the existing literature were highly recognized. As Pubrica (2019) pointed
out, systematic literature review adds value to the legitimacy of the research in many ways,
provides the interpretation of existing literature in light of updated developments in the field to
help in establishing the consistency in knowledge and relevancy of existing materials, it helps in
calculating the impact of the latest information in the field by mapping their progress of
knowledge; and it brings out the dialects of contradictions between various thoughts within the
field to establish facts.

Pubrica added that the research gaps scrutinized initially are further explored to
establish the latest facts of theories to add value to the field; indicates the current research
place in the schema of a particular field; provides information for relevancy and coherency to
check the research; apart from elucidating the continuance of knowledge, it also points out
areas that require further investigation and thus aid as a starting point of any future research;
justifies the research and sets up the research question; sets up a theoretical framework
comprising the concepts and theories of the research upon which its success can be judged;
helps to adopt a more appropriate methodology for the research by examining the strengths and
weaknesses of existing research in the same field; increases the significance of the results by
comparing it with the existing literature; the more the reference of relevant sources of it could
increase more of its trustworthiness with the readers; helps to evaluate, condense and
synthesize gist in the author’s own words to sharpen the research focus; helps to compare and
contrast to  show the originality and uniqueness of the research than that of the existing other
researches; rationalizes the need for conducting the particular research in a specified field; and
helps to collect data accurately for allowing any new methodology of research than the existing
ones.

To be able to meet the aims of this study, a thorough search strategy involved
multiple databases, registries, sources of grey literature on teaching strategies of the
BTVTED teachers was the first step done. The search process was based on the
eligibility criteria that were established before the process of identifying, locating, and
retrieving the research needed to address the problem of evidence-based practice
started. The eligibility criteria specified which studies will be included and which will be
excluded from the systematic review; however, the criteria were subjected for possible
changes as the systematic review progressed through the early stages of the process,
some of the criteria were fundamental to collecting a rigorous and defensible set of data
for the review (Meline, 2006). The criteria used for including and excluding studies
formed the operational definition of the problem (Abrami, Cohen, & d’Apollonia, 1988),
and they provided a clear guideline as to the standards of research that were used in
determining the researches that were included in the review. The eligibility criteria were
applied in the beginning to ensure that relevant studies were included and no study was
excluded without thorough evaluation. Using critical evaluation approach that aims to
include studies that meet some high methodological standard of quality (Slavins, 1987
cited by Meline, 2006), the inclusion criteria were not too broad and not too strict. Lam
and Kennedy (2005) stated that if the inclusion criteria are too broad, poor quality
studies may be included, lowering the confidence in the final result. If the criteria are too
strict, the results are based on fewer studies and may not be generalizable. Hence, the
specific inclusion and exclusion criteria were identified by the researcher in the process
of retrieving the available data from the databases.
The following keywords were used in retrieving data: teaching strategies in
teaching technical courses and BTVED program. HOW MANY PAPERS MEET YOUR
CRITERIA (OR HOW MANY RESEARCHES WERE YOU ABLE TO RETRIEVE AND
REVIEW)

Parameters:

CRITERIA INCLUSION EXCLUSION

Topic Technical and BTVTED All non-related to
teaching strategies BTVTED/technical teaching
strategies
Keyword teaching strategies in All non-related to BTVTED
teaching technical courses teaching strategies
and BTVED program,
Geographic Location Studies from any
geographical location
Document Type Previous Researches using Researches that are not
quantitative, and accessible
qualitative methods of
analysis (to describe
patterns or themes raised
by participants) seeking to
understand the
participants’ experience
through direct observation,
interview, and description
of the learning processes
and management
experiences of the
 participants. This includes
original qualitative studies
or studies involving
secondary qualitative
analysis of qualitative data,
and a qualitative study as
part of a mixed methods
study.

May also consider grey

Publication date
Types of Participants
Language
literature / not published in
a peer reviewed journal.
Dissertations, and
commentary articles
written to convey opinion
or stimulate research or
discussion with no
research component.
2000 to present lower than 2000
BTVTED teachers, Non BTVTED/technical
technical teachers; teachers and students
Technical/BTVTED
students
English Non- English

The main consideration in the selection of researches as included in the inclusion

criteria are researches that include original qualitative and quantitative studies. These
were counted in due to the difficulty of gaining access to databases. It could have been
finer if the researches from valid publications or those that have undergone a peer
review process were included.
After ensuring that the research articles meet the above cited criteria, the quality
of the papers were further evaluated for the selection of the final papers to be included
in the review identified. At this phase, the criteria used in evaluating a scientific paper
were considered. The papers should have at least the generally accepted structure of a
scientific paper sectioned as: introduction, methods, results/findings and discussions
(Sharp, 2002).
Research Questions
 To be able to achieve the aim of this study, research questions were crafted as
one of the most important part of the systematic review. The following review questions
were targeted in the study: What is the research problem of the article? What was the
objective of the study? What research approach, method and design were employed in
the conduct of the study? What were the variables that were included in the study?
What were the major constructs that were dealt with in the study? What were the key or
salient findings of the study? What were the recommendations for further investigation
given by the study? What were the limitations of the study?

Treatment of the data

A repertory grid was used to plot the research question, the repertory grid is an
interviewing technique which uses nonparametric factor analysis to determine an
idiographic measure of personality (Kelly, 1955). The data contained in a repertory grid
are highly structured (Xiangmin & Chignell, 2001) and researchers can create maps or
diagrams from this structured analysis in a simple and straightforward manner
(Verlinden & Coenders, 2000). Hence, the researchers used repertory grid technique
because it is a useful and powerful method for analyzing the needed data. However,
though the data in the study do not consist of the personal constructs but rather the
different answers to the research questions, these data were analyzed to be able to
identify the gaps in the researches that were conducted. These gaps were thematically
analyzed and were coded according to areas of concerns.

Results
Coverage
There were nineteen (9) literature included in the study. Figure 1 shows the
locale of the studies. The locale of the study is an integral part of the analysis to show
the coverage of studies in autonomy language learning in multitasked-based instruction.
Country No. of Studies
China 5
Turkey 1
Columbia 1
Macedonia 1
Malaysia 1
 Much published studies in autonomy learning in multimedia based instruction are
China based researches. (Nan Chen, 2012; Wang Pingxiao, 2017; Hongyun Liu, 2013;
Lili Zhao, 2015; Jun Liu, 2016). There is also a research in Turkey (Serpil Meri, 2012);
Columbia (Yevheniy Vakhnenko, 2014); Macedonia (Flora Maliqi, 2016); and Malaysia
(Hussam Eddin Alfitouri Elgatait & Wan Mohd Fauzy, 2012).
Areas of Concern
The answers of the research questions filled the repertory grid. From this, similar
areas of concerns were deduced and coded for the identification of gaps. Table 1
presents the areas of concerns of the studies.
Areas of concern Article
Performance of learners in multimedia based Nan Chen, 2012; Hongyun
instruction and level of autonomy learning Liu,
over the performance of students in a non- 2013,
multimedia
Advantages and effects of web-based Wang Pingxiao, 2017;
model/multimedia to student’s autonomy Hussam Eddin Alfitouri
learning/ or in the classroom/ Elgatait & Wan Mohd Fauzy,
2012
Perception of learners and teachers on the Megi Plaku, 2017; Serpil Meri,
importance and effect of multimedia on 2012; Flora Maliqi, 2016; Lili
autonomy learning. Zhao, 2015; Jun Liu, 2016

Design

Five of the studies employed the mixed method approach in answering their
research problems. These 5 studies used research interviews for the qualitative area,
but 1 of them used observation, and also a survey-questionnaire for the quantitative.
One (1) study (Hongyun Liu) 2013 employed the quantitative approach through the
experimental design. The other researchers used qualitative approach.
Six of the researches enumerated their recommendations for further investigation
and improvement while the other did not cite their recommendations. Meanwhile, these
researches did not explicitly stated their limitations.