NAME: USWATUN HASANAH

STUDENT ID: 180203235

ACADEMIC WRITING

“Enhancing The Students Motivation to Learn English”

NO ARTICLES TYPES OF CONTEXT METHODOLOGY FINDINGS LIMITATIONS

LMS
1. Masoud Google Children’s This survey was direct learning This research
Hashemi Classroom education taken based on the environment aims to inform
Masoud experience and system, encourage that The key to
Azizinezhad views of experts, on children to teaching English
(2011). the world of interact between to children is to
Teaching education of friends and their understand the
English To children around teachers, and principles of
Children:A them about motivate them to language
Unique ,Chall teaching English to learn their second acquisition and
enging children’s language, English apply it in ways
Experience that keep
For Teachers, children
Effective motivated to
Teaching learn.
Ideas
2. Rohmatillah Zoom, Higher This research In direct learning This research is
Rohmatillah Google education conduct the survey in vocabulary to find some of
(2014). Meet, Cisco in person, subject of class, There were the difficulties
A study On Webex, this research was some difficulties students
student’s Microsift the students of the that the students experience in
difficulties Team first semester of went through in vocabulary
in learning English Education the vocabulary classes, and
vocabulary Department at IAIN class discuss what
who took problems
vocabulary class. students find in
learning in
vocabulary
subjects.
3. Hashemi, Google Higher This research using A number of This research
Masoud . classroom education a qualitative semi- studies on L2/FL tried to
(2010) An structured anxiety have investigate the
investigation interview and reported the factors behind
of the factors focus-group enervating effect it language anxiety
that cause discussion can cast on among the
anxiety technique learning and Iranian language
among the particularly learners both
English speaking a within the
students of second/foreign classroom and in
Islamic Azad language the social
University Of context, and has
Hamadan in suggested a
learning variety of
 speaking strategies to
skills cope with it
4. Randall E. Indirect or Higher The authors built the authors The main goal of
Osborne online education and taught a course believe that this paper is to
(2013) learning with the enhancing these outline how, in
Explorations assumption that individual skills is the authors'
into Teaching students would related to opinion, critical
the need to practice increased thinking,
Foundations intercultural multicultural interpersonal
for sensitivity skills effectiveness skills, and
Multicultural intercultural
Effectiveness sensitivity can be
in an Online enhanced as a
Course precursor to
increased
multicultural
effectiveness.
The motivation
for this is
straightforward
5. Ebadi, Saman Google Higher An investigated the The findings The impact of
et.all. Docs Education short and long term indicated online
(2019). impact of the DA academic writing synchronous DA
Mediating mediations on development in all on academic
EFL Learners' writing the four areas of writing skills.
Academic performance in new task achievement, Three EFL
Writing Skills and more coherence and university
in Online challenging cohesion, lexicon, students, who
Dynamic contexts by and grammatical were preparing
Assessment conducting near range and themselves for
Using Google and delayed accuracy in both the IELTS
Docs. synchronous writing task 1 and examination,
Computer transcendence (TR) task 2. were selected as
Assisted sessions. the participants
Language of the study.
Learning, v32
n5-6 p527-
555
6. Qurrot Ainy, Google Children’s This research uses a Teachers’ social This study
Hendi Classroom education sample, the sample competence aimed to invest-
Pratama in this study is the correlation is igate the
(2020) students. The higher than correlation
Teacher sampling students learning between teacher
Social technique is motivation. social
Competence; stratified convience Therefore, the competence,
Learning sampling teachers should student
Motivation; work on their learning
Learning social skill to motivation, and
Outcomes improve student learning
learning outcomes in
outcomes. On the English subject
other hand, the
student’s needs to
 motivate
themselves

7. Abbasi, A., Google Higher This research From the result On the result of
Ghanbari, Docs education involved of student’s this study, it is
B., Zare, M.H. two English interview, it can can be concluded
(2015). The teachers and two also be concluded that between
effects of different classes that Non-Verbal both teacher A
teachers’ Reinforcement, and teacher B
individual such as, giving used
verbal additional score reinforcement
feedback and for the task, was the way they
praise on EFL mostly responded preferred in the
learners’ by the students. classroom. From
motivation From the the result
and attitude. interview result, findings,
Maria Ana they preferred the teachers
Mei Lestari Non-verbal used various
(2020) reinforcement as types of
Teachers’ the most useful reinforcement.
reinforcemen reinforcement for
t and the students.
students’
perception to
the teachers
in English
classroom

8. Ayebi-Arthur, Online all levels of This research give To make e- Online methods
K. (2017). E- Learning education some suggestions learning effective of teaching
learning, process and in such difficult support and
resilience, recommendations times, we need to facilitate
and change in for the success of focus on the use of learning–
higher online mode of technology more teaching
education: learning during a efficiently, that is, activities, but
Helping a crisis-like situation. the usage of that there is a dire
university technology which need to weigh
cope after a has minimum the pros and
natural procurement and cons of
disaster. maintenance costs technology and
Shivangi but can effectively harness its
Dhawan facilitate potentials.
(2020) educational
Online processes.
Learning: A
Panacea in
the Time of
COVID-19
Crisis
9. Ahmad, Windows Higher The data were from this research The result of
I.,Saeed, M., & Communic education both obtained it can be the present
Salam, M. ation through written concluded that the study
(2013). Foundatio questionnaires for teachers agreed demonstrated
 Effect of n the that that both
Corrective students and comprehensive students and
Feedback on interview questions feedback is the teachers
Academic for the teachers most useful form mostly agreed
Achievement of that students
of Students. feedback, and the should receive
Alviana Tri teachers should WCF in large
Adhi Kencana not put much amounts. Both
(2020) effort into of them also
Students’ providing this agreed that
preferences kind of feedback. teachers should
and teachers’ Instead, the provide
Beliefs findings comprehensive
toward demonstrated feedback which
written that teachers consists of
corrective should focus correction and
feedback on linguistics explanations.
errors Then both of
especially them also had
grammar, similar opinions
punctuation, that form-
spelling, focused
vocabulary, and errors should be
organization prioritized for
correction than
content-focused
errors

10. Dincer, Ali et, Selfdeterm High The participants of The study aimed The other
all. (2017). ination education the study were EFL to investigate the motivational
Journal of theory earners from a state relationships factors also play
Language University in between English roles in their
Teaching and Turkey. One as a EFL learners volition to speak,
learning in hundred forty-two motivation to with the teacher
Thailand, jsn- undergraduates speak, seeming to br
jun V53 p1-23 about the auntonomous the key factor in
constructs and regulation, the class as a
seven of them autonomy support motivation
participated in from teaches with supporter.
following oral both quantitative
interviews. and qualitative
approaches.
11. Brown, Google Higher This action research By using this The analysis of
Douglas. education was conducted in game in the this observation
(2001). Senior High School. classroom give more
Teaching by The action research Activities description
Principles: An was carried out in student’s about the
Interactive some steps, pre achievement in implementation
Approach to -elimination test, speaking of Story Board
Language serving, reflecting, improved. The Game. According
Pedagogy. and also use of this game to the study, it
Meta Nur questionnaire are can be applied can be concluded
Utaminingsih used in this in the classroom that by using this
 (2013). research to help the game in speaking
Improving students class, students’
students’ improving speaking ability
speaking their speaking can be improved.
ability ability especially This game is
through Story good media to
Board game help the students
in speaking
English in more
enjoyable way

12. Anggorojati,a. Google Higher This study was The game The
(2007). classroom education conducted by technique was a manual Super
The use of using classroom good solution for Text Twist game
hangman on action research improving technique was
computer design vocabulary applied in the
game to mastery. It was learning
increase the proved process`s. The
student’s by the significant game used
Vocabulary increase of the the words
Mastery. subjects‟ scores which were
Nurul saofa in vocabulary learned in the
aulia tests learning process.
(2013). As a result, the
The use of subjects could
manual super learn vocabulary
text twist and do an
Game to interesting
improve activity at the
students’ same time.
English Therefore, by
vocabulary playing the
mastery game, their
vocabulary
mastery
improved.

13. Arend, R.I. Zoom, Children’s The data were By implementing The
2007. Google education analyzed in the corrective implementation
Learning to Meet, Cisco noticing, collecting, feedback, the of corrective
Teach Ellis, R. Webex, and thinking student knew the feedback and the
(2009). Microsift process according part of their error. methods how to
Corrective Team to the theory of As a result, the implement it in
Feedback and qualitative data students can the teaching and
Teacher analysis by Siedel achieve better learning process.
Development. (1998) achievement and The teacher in
Endah become great SD Semesta
Triwinarsih, students. Bilingual School
Dwi Rukmini, used all kinds of
Pasca Kalisa corrective
(2017) feedback. It was
The practice very good. They
of Corrective mostly used
 feedback used explicit feedback
by a teacher during her
in teaching teaching and
English. learning process.

14. Singh, S, & Zoom, Higher An online survey The strated Internet
Arya, Google education with the user- approach could be connectivity is
A(2020). A Meet, Cisco friendly platforms highly benefit and an issue with
Hybrid Webex, solution for could be some regions of
Flipped- Microsift teaching process. motivates to the developing
Classroom Team study. economic which
Approuch for was observed.
Online
Teaching of
Boochamistry
in Developing
Contries
During Covid-
19
Crisis.Teachin
g in the Time
of Covid-
19,September
/October,
502-503
15. Can, A. Online Higher A review of The researched It suggests that
(2008). The Learning education previous studies showed that the the vocabulary
perception of Process and related theories vocabulary was teaching has to
reality and its was systematically found to be more be simple,
effect on the conducted to functional as a related to
behavioral accomplish the basis for student’s known
change in the objectives. Using a communication, a and unknown
context of concept-centric reflection of social knowledge and
public review and matrix, reality, emotion highly-frequency
relations. it applied some booster, and based.
The steps, With some academic ability
Principles and steps significances, predictor. It also
the Teaching the current revealed that its
of English systematic review is contribution to
Vocabulary: A expected to gain the basic language
Review access to the skills varied.
Saniago information of
Dakhi. previous
vocabulary teaching
practices,
researches, and
development
16. A. Online Higher The questionnaire The article Disasters and
Edmundson, Learning Education survey assessed the includes the pandemic such
Globalized e- Process students’ importance of as Covid-19 can
learning willingness to use e- online learning create a lot of
cultural learning and to and Strengths, chaos and
challenges. measure attitudes Weaknesses, tensions;
 (USA: Idea towards e-learning Opportunities, & therefore, there
Group Inc), for some specific Challenges is an important
2007. modules. Table I (SWOC) analysis need to study the
M. Samir presents the of e-learning technology
Abou El- questionnaire modes in the time deeply and with
Seoud survey used in the of crisis due diligence to
E-Learning study. balance these
and Students’ fears and
Motivation: A tensions amidst
Research such crisis
Study on the
Effect of E-
Learning on
Higher
Education
17. Abouchedid, E-mail, Higher Research using Due to lack of Data show that
Kamal; Eid, Google education three different tools motivation and students are not
George M., meet, were utilized: other obstacles motivated to
(2004). E- Google Observations, felt by students on work with E-
learning Classroom, questionnaires, and the part of the learning. And
challenges in Zoom interviews. students as also Online
the Arab observed in the quizzes is found
world: observation and to be more
Revelations as indicated by effective than
from a case teachers and assignments
study profile. partly by some though some
Quality students, E- students do not
Assurance in learning does not favor that. And
Education make the English all other
language Blackboard
teaching/learning related activities
process any are never
better. This can be approached by
confirmed by the the students.
general
performance of
students in
examinations and
other related
activities in
classroom
situations.
18. Chuapalakit, Thai EFL Higher Peer feedback tasks, It also explored It could be noted
K et. All. writing education in questionnaires, and how the students from the study
(2019) A classroom Thailand a interview were perceived the that sufficient
Study of the used to collect the anonymous online training must be
Quality of information. The peer feedback proud before
Feedback result s form the activity. implementing
Activity in a peer feedback tasks the anonymous
Thai EFL showed that the online peer
Writing quality of peer feedback
Classroom. feedback activity.
Progresive significantly
 Education, improved.
V15 n5 plo 3 -
118
19. Ahmetovic, Speaking Junior high The study proudes Indicated that Motivation to
Emnifeta et. Motivation schools, instructors with overall intrinsic speak in English
All (2020). middle querdeli on how to motivation and as a foreign
Contemporar schools, make their intrinsic language with
y Education, secondary classrooms an motivation to respect to
V9 n2 p271- education environment experience gender and
298 high schools conducts to the stimulation were grade level as
development of significant well as their
higher levels of predictors of the effect on
speaking students EFL students EFL
motivation and performance.
lower levels of
anxiety with the
aim of improving
their student’s
performance
20. Fatih Koca, Classroom Children’s This review of the In this this paper, Motivational
Ph.D. education literature focuses research has been belief refers to
(2016) on the importance conducted on the opinions,
Motivation to of young children’s student academic judgments, and
Learn and motivation to learn motivation and values that
Teacher– in their academic student students hold
Student and social motivation to about objects,
Relationship competencies, the learn, of particular events, and
effects of the quality interest here, learning
of teacher-student studies that processes
relationships on concentrate on the (Brophy, 1987).
their motivation to dynamics of Motivational
learn, and the motivation within belief also refers
implications for classroom settings to students’
students who have started to opinions of the
exhibit poor emphasize the efficacy or
motivation in the potential role of effectiveness of
early years at relational learning and the
school years variables teaching process
through the lenses
of Self-
Determination and
Expectancy-Value
for Achievement
Motivation theories