Literature Review Matrix Template

Database Author/ Theoretical/ Research Methodology Analysis & Conclusions Implications Implications
Date Conceptual Question(s)/ Results for For practice
Framework Hypotheses Future research
Thongma What causes of the methodology that The data analysis this study clearly Future research Given in
Souriyavoa the learners' was implemented in was used indicate that Lao needs to English
poor this research was a Microsoft Excel students still have continue to language
Sam Rany performance in case study. There for calculating in lack of many key determine the learning factors
English were 30 student- order to find factors to support pedagogical that affect EFL
Mohamad language? teachers who have percentage of each them such as practices of learners can
Jafre enrolled in a category that motivational learning and influence for
Why are Lao Continuing Summer causes Lao encouragement, teaching in this language
Leong Lai students weak in Program for students weak in learning strategy and country and at stakeholders try
Mei. English? Bachelor of Teacher English language other related the same time, to find the ways
Education in learning factors. variables. In to evaluate and to solve the
English, in the addition, this result inspect the problems. It is
academic year 2011- The majority of also is highly English important that
2012, were entered students stated important for teachers’ language
into this study. The that the English language educations qualifications instructors
respondents were teachers are not and policy makers to and knowledge should
selected from two well trained, for carefully inspect before allowing recognize that
classes through the example using how language them to teach. such weakness
purposive sampling Lao language learning is theorized is a main cause
research method; when teaching, so in Lao educational impact on
each classroom was they cannot context. students’
equally divided into perform well and English
15 male and 15 influenced the proficiency.
female of English interest of the English
student-teachers. All students. teachers should
participants were the equip well-
second year The majority of training courses
students. students lack of at the Faculty
confidence to use of Education,
the language National
because of afraid University of
and feeling shame Laos and
 if they make abroad.
mistakes. Students should
be motivated to
acquire a
confidence
whenever they
make mistakes
in language
classrooms
Soulignavg Here it was Does the L1 Three types of Students in the This study makes an Future These results
Latsanyphe necessary to help increase instruction were experimental important researchers could provide
implement students’ employed in this group which contribution to interested in empirical
some concepts achievement in study, namely, applied L1 in English Foreign this topic support for the
that would vocabulary? testing materials teaching new Language Teaching, should bear in application of
strengthen the (pretest & posttest), words particularly in the mind that the L1 in the
problem of low teaching outperformed area of vocabulary practice of foreign
proficiency in instrumentations and those in the for students with a translating language
students. for teaching techniques. control group in lower proficiency from L1 to L2 classroom.
example: the both vocabulary in level. This study and vice versa Also checking
use of direct translation shows the does not only student
vocabulary. It and vocabulary in effectiveness of have to be a understanding
seems context. Student using L1 in teaching means of by quiz / small
necessary to achievement for vocabulary through internalizing test frequently
look at the each part of the translation exercises new words or in other
approaches for test was and dictation. The from L2. words,
vocabulary investigated by findings indicate Translation can applying the
teaching. comparing the that the also be used as technique
Sökmen (1997) mean scores of the experimental group a means of called teach-
states that two groups by achieved improving skill and-test
vocabulary using MANOVA. significantly better in the (Nation, 1990)
teaching was performance in both combined use - to teach
based on a top- vocabulary in direct of lexical, English
down, translation and syntactic and language help
naturalistic, vocabulary in textual levels. the students in
and context. On the other the
communicative hand, the experimental
 approach which students in the group to learn
emphasized control group better than the
implicit and did not have control group.
incidental the opportunity
learning of to read the full
vocabulary. text word by
word, so each
researcher
interested in
this study
should be clear
that this could
lead to
differences in
the attitude of
the students.
Google Yi-Chun the theory of Do pictures In addition to using The data collected This study suggests Although this Consequently,
schoolar Pan mental give low-level the case study from the that the reading study provides materials
models learners a methodology, Two questionnaire were comprehension of EFL teachers developers
Yi-Ching (Johnson- better reading texts, three analyzed and the low-level and textbook should
pictures, a displayed both as students was greatly designers with incorporate
Pan Laird [20]), understanding
translation task, and a frequency and a facilitated when the insights visuals when
the of text that a questionnaire were percentage pictures and the text regarding he designing
transmediatio meets their employed to collect distribution. In carry the same facilitation of textbooks for
n theory proficiency data for this study addition, t-tests information. On the student reading EFL college
(Siegel [21]), level? were also used. were conducted to other hand, when comprehension students, and
the repetition determine the visuals do not reflect through the teachers should
hypothesis Do pictures existence of any the text’s linguistic effective use of utilize visuals
(Gyselinck & also facilitate significant complexity to a pictures, it has when
Tardieu [5]), low-level differences in the sufficient degree, the one limitation developing
and the dual learners’ translation task facilitating effect that must be teaching
coding theory understanding amongst the four may decrease. resolved materials for
groups. through their low-
(Paivio of text that
additional proficiency
[22,23]; exceeds their Results research students. The
Sadoski & proficiency demonstrate that following are
Paivio [24]). level?
 Perhaps the the lowproficiency The researcher suggestions for
most participants had would like to EFL college
comprehensiv significantly offer teachers,
e theory that higher scores suggestions for textbook
when pictures further research designers, and
elaborates
were presented in this area. For materials
upon the with the example, this developers
relationship text, and that these study analyzes
between accompanying the effects of Pictures can be
imagery and pictures facilitated pictures on a useful tool for
reading is the their low- reducing the
dual coding comprehension of proficiency cognitive load
theory. not only the EFL college and thus
simpler but also students’ supporting
the more difficult comprehension. reading
text Research comprehension
conducted in when they
the future reflect the
should assess linguistic
the effects of complexities of
other visual the text and
forms (e.g., contain a
cartoons, sufficient
photos, tables, amount of
and charts). information
relative to the
content.
Kanokrat concepts and Do English The researcher used To determine Based on the Future research The findings of
Kunasarap theories were learning a questionnaire whether there is a findings of this should be the present
han used here that strategies consisting of two difference in the current study and a conducted in study might be
help extend the commonly used parts: personal and first year students’ number of previous other academic used as
research study. by the first year educational use of six direct studies, it might be institutions and guidelines for
Concepts such students include information and and indirect concluded that the participants teachers
as: six direct and language learning English learning students with higher in different helping
Classification indirect strategy use. A total strategies between English proficiency programs of lesssuccessful
of Language strategies? of 290 each level of levels used language study, learners to
 Learning questionnaires were English learning strategies including learn language
Strategies, Is there any completed and proficiency, the more frequently, international effectively and
Memory difference in the returned. returned appropriately, and schools or become better
strategies relate first year questionnaires of effectively than did programs. language
to how students students’ use of each group of the those with lower Future research learners.
remember six direct and students were English proficiency should be Strategies, such
language, indirect English classified into level. It can be concentrated on as
Cognitive learning three English concluded that how students of metacognitive,
strategies, strategies proficiency students with high different social, and
Metacognitive between each groups: high English proficiency nationalities cognitive, are
strategies, level of English (advanced), behaved in unique use language typically used
affective proficiency? medium ways in learning a learning by high-
strategies. (intermediate), language. strategies so achievement
and low (basic). that curriculum students. Such
The findings of planners and strategies
this study revealed teachers can should be
that students used provide the continuously
both direct and appropriate and promoted and
indirect strategies effective used as
classified in six teaching and guidelines for
categories of learning enhancing less-
language learning circumstances. successful Thai
strategies at the students to
medium level. improve the
More precisely, effectiveness of
the analysis their English
showed that the learning.
first year students
used indirect
strategies in
learning English
more than direct
strategies, 3.48
and 3.26
respectively.
Ya-Ling The definition Is there any Participants were In this study, to The result was Future research In order to
Wu of the central difference in recruited from a test Hypothesis consistent with the should focus on improve
concept of the the extent of population of One and finding that methods to students’
theoretical language students at the Hypothesis Two, intermediate level integrate language
framework learning National Chin-Yi an independent students tended to language learning, EFL
used in this University of samples ttest was use proportionally learning teachers need
strategy use
research are the Technology in used to evaluate more metacognitive strategy to understand
between higher
definitions of Taiwan. The the differences in strategies than training into what language
learning and lower participants were language learning students with lower language learning
strategies. proficiency divided into two strategy use proficiency level instruction, strategies
Learning EFL students? groups according to between higher proficiency and the discovering students use
strategies are the scores on the and lower finding that other strategies and encourage
typically Does the entrance exam. The proficiency EFL metacognitive other than the lower
grouped into reported use of first group included students. In strategy use rose as six types of proficiency
three language 49 sophomores conclusion, the the foreign language language EFL students to
categories, that learning majoring in English. main findings course level learning use language
is, cognitive, strategies They were from this increased. This strategies learning
metacognitive considered as higher investigation finding might discussed in strategies in
significantly
and proficiency EFL include: 1. Both suggest that the this study their learning
relate to
socioaffective. learners. The second higher and lower English proficiency might enhance process.
However, English group included 88 proficiency EFL probably more students
learning proficiency? freshmen who were students use depends on the ’language
strategies may not majored in compensation cognitive strategies. learning and
be grouped in English. The strategies more the effect of
other ways: instrument used in often than other strategy
Memory this study was strategies. 2. instruction on
strategies, Strategy Inventory Higher proficiency language
Cognitive for Language EFL students use learning
strategies, Learning (SILL) language learning
Compensation strategies more
strategies, often than lower
Metacognitive proficiency EFL
strategies, students.
Affective
strategies,
Social
strategies.
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