No Penulis/Judul/ Research Problem Research Research Previous Grand Research Instruments Research Sites Research

Tahun Questions Purposes Research Theory Method/Resear and Conclusio

Findings = ch Design Respondents ns
Novelty
1. Saziye Yaman & However, apart from  What are the It focus to The findings Theory by Quantitative Spss, t-tes, 294 students As a result
Mehtap Ozcan the ability to use most investigat imply that Ehrman (217 female it can be
Oral language correctly, common oral e the speaking stated that and 77 male) , implied
Communication students should have communicati difference proficiency is indicate students at the that the
Strategies Used other competents of on strategies s in the related to that English lack of
by Turkish communicative used by the use of oral the use of females Language valid and
Students competence ELT communic oral seem to Teaching reliable
Learning Departement ation communicati use Department At measure
English as a students strategies on strategies cognitive, Mersin ment
Foreign studying at in term of at a certain compensati University in tools
Language, 2015 mersin language level on and Turkey, developed
University ? proficienc metacognit for
 What are the y level ive students
differences in and strategies learning
the use of gender more English as
oral frequently a foreign
communicati than males. language .
on strategies
in terms of
the students
level of
proficiency?
2. Shu-Chen Yen, However,research  Are there It focus a The research Theory by quantitative Administrasi Participants The result
Yafen Lo and has found that significant teaching found Simonson ng the was 85 from this
Angela Lee, appropriate differences in form that students (2012) students students (face study
Learning incorporation of students comines learning in a reported Opinion to face 23 foumd no
Online, Offline, technology can allow examinations the face blended that Questionnair students), difference
and in between instructors to , research to face modality instructors e (SQQ) and (online s in
comparing facilitate quality paper and and online showed a can design constructivist modality 33 student
 student teacher-students overall modalities significant an engaged on line students), examinati
academic interactios, foster course total by higher level online learning blended on scores,
outcomes and increased student scores across allowing knoeldge og learning environment modality (29 research
course engagement, and the three instructor hands on community survey students) at paper,
satisfaction in improve students teaching to utilize approaches by creating (COLLES) sstanford and the
face-to-face, learning outcomes modalities? the best and overall opportuniti university final
online, and  Are there features satisfaction es for course
blended significant from each with the increased grade
teaching differences in model course than student across,
modalities, students’ the face to interaction the
2018 course face group with fellow online,
satisfaction students, face to
across the instructors, face, and
three and digital blended
teaching course teaching
modalities? material. modalities
3. Diya Dou, Geert however, we know  What is the It focus Principle Theory by quantitative questionare 53 teachers (30 In
and Martin little about whether teachers’ understan leadership firestone female) (23 summary,
Valcke , The principals think they psychological ding has been and pennel male) at principals
Relationship have enough factors? schoollea regarded as state that beijing, zibo instructio
Teachers’ job autonomy and how  How is ders’ an important school nal and
satisfaction and this can influence teachers’job perceptio antecedence climate has transform
organization their leadership satisfaction ns about of teachers’ a direct ational
commitment, practice. and school job influence leadership
2016 organizationa autonomy satisfaction on have
l by and teachers’ indirect,
commitment distinguis organisazion organizatio albeit
? hing two al n important
close commitment commitme
nt and job
satisfaction
4. Kim Daniel However, empirical  How is the It focus The Butter and qualitative interview 5 stdents and 5 The result
Vattoy and Kari research has largely students students relationship winne teachers indicated
 Smith, Students neglected the perceptions learning of students stated that that the
Perception of mediating functions of teachers’ and perception of learning is students
Teachers’ related to feedback feedback teachers’ teachers’ considered erceived
feedback peceptions and the pactice in feedback feedback is to be self self
practice in role of the perceived teaching practice external goal regulated efficacy
Teaching usefulness of English as a orientation to the and EFL
English as a feedback Foreign extent that teaching
Foregn Language? a students positively
Language metacognit predicted
ively. their
perceptio
n of
teacher
feedback
5. Fahrurrozi, However, in reality,  How is It focus to The Theory by Qualitative Observasi, 40 students of TPR
Improving English as one of the thestudents describe implementati Wallace interview, The third grade implemen
Students’ subjects that develop improve how TPR on of action state that documantion of elementary tation in
vocabulary competitive still learning improves in the class there are school Guntur the class
Mastery by considered as a vocabulary students’ can be prove some south jakarta can
Using Total difficult one for by TPR vocabular by activity principles improve
Physical students implementa y learning students in of guide the
Response,2017 tion in the outcomes asking lines that students
class? at question s can be vocabular
thethird and talking used as y of
grade that still considerati students
elementar needs to be on by physically,
y school improved teachers in active
teaching students
vocabulary through
: aims, role
quantity, modelling
need, yhat can
repetition, be
 presentatio translate
n in to
situation students
and as the
context meaning
of the
word.
6. Cathy G Powell However, despite  How is the It focus The findings, Theory by Qualotative Observasi, 6 teachers The result
and Yasar how is known about effect of teachers presented kennedy interview of this
Bodur, effective teacher PD, OTPD and perceptio through stated that and study
Teachers’ the literature students n of the teachers examined documentati underscor
perception of revealed on going learning design voices, impacts of on e the
an online concerns which outcomes? and included teacher PD need
professional included one time implemen explisit and in examine
development workshops with few tation of a empirical matematic OTPD
experience : opportunities for job evidence of s and design
implication for follow up, embedde six OTPD science and
a design and collaboration, or d OYPD design and revealing implemen
implementatio reflection experienc implementati teacher tation
n framework, e on knoeledge features
2017 of how to better
students understan
learn is d their
more impact on
effective teacher
practice
and
students
learning
outcome.
7. Matthew However, little is How is teacher It focus to The teacher Theory by qualitative Observasi, Sample of 843 Using data
P.Steinberg and known about the performance in understan evaluation Goldhaber wawancara teachers, 46% from the
Rachel Garrett, ways that classroom the classroom? d how the reform and stated that and were in full measures
 Classroom context the setting in incoming the evidence the teacher documentati compliance of
Composition which teachers work academic on measures evaluation on classroom, 36 effective
and Measured and the students that achievem of teacher systems were in partial teaching
Teacher they teach shapes ent of a effectiveness and the compliance study
Performance measure s of teacher class being measure classroom and explore
effectivenesss based influences incorporated upon 18% were in the extent
on classroom a into new which full to ehich
observation teacher’s evaluation teacher noncompliance classroom
performa system evaluation classroom compositi
nce as is based on
measured have been influences
by his or spurred by measured
her evidence in teacher
classroom support of performa
observatio the critical nce based
n role on
teachers classroom
play in obseravtio
improvibg n
students
outcomes
8. Marce Bernaus However, perception  Do It focus on The study Theory by quantitative Questionnair Students and The result
and Robert, of teacher as students teaching investigate schulz e the teachers indicated
Teacher controlling were and strategies, the issue of stated that that the
Motivation positively correlated teachers as teacher and strategies teachers
Strategies, with class anxiety and perceive reported teacher that have and
Students negatively correlated the use of by perceptions been students
Perception, with motivation the sam teachers of strategie proposed agreed on
students strategies and use seen the
motivation and similarly? students, meaningful relative
English and the , there is frequency
Achiement,201 effect of evidence to of some
5 these suggest startegies
 strategies that there but not on
motivatio may be the
n and disagreeme frequency
English nt between of other
achievem students startegies
ent and
teacher
about the
value of
some
strategies
9. Syarif However, because How is the It focus to These games Theory by Mix method Interview, Teachers and The
Hidayatulla, the influence of torist students know require them Mahmoud observation, students strategy
Madania, Using industry towards improving whether to take part and Tanni questionnair of
Communicative students motivation soeaking skill by communic actively in stated that e and test teaching
Games in in Englisgh, it does using ative classroom by game can and
Improving not mean that we communicative games speaking and be a learning
Students’ have to wait all the games? have an writing solution as was good,
Speaking Skills places in Indonesia impact on it stated by enjoyable
become international teaching prank that circumsta
tourist destination in speaking game is nces and
order that students skill and used for reduces
can be active and describe giving the
motivated to learn how intense boredom
English communic and and stress
ative passionate of
games involvemen learning
give an t in process
influence communica
on tion to the
speaking students
skill.
10 Mohammad However,  Does online It focus to It is Theory by quantitative Random A sample of Result
. Alawamleh, communicating with learning explore necessary to brun and sample 133 students revealed
lana mohannad students in online have a wheter build summers technique from the that the
and gharam, environment negative online opportunities stated that America vast
The Effect of requiresca little more impact on learning for the school University of majority
Online Learning thought and planning communica has an interactions administrat Madaba agree with
on than communicating tion effect on and ion work the
ComMUNIcatio with thw students between communic communicati with and questions
n Between instructors ation on between through of the
instuctors and and between students and other study
students during students? instructor instructors individuals,
Covid-19 and whether
pandemic, students planning
2020 in and
negative organizing
way, or leading
wheter and
online and monitoring
to
evaluate
and
suggest
ways of
improving
online
communic
ation
Previous Studies Matrix