Critical Review on

Quantitative Research
Damar Isti Pratiwi
0201621025
1
The Journal of Asia TEFL
Vol. 17 No. 1, 2020, 160-181

Learning Outcomes of a General

English Course Implementing
Multiple E-learning Technologies
and Active Learning Concepts

Budi Waluyo
Introduction
The study attempts to initiate discussions on integrating the
concepts of smart classroom and active learning into general
English course design. It examines students’ learning outcomes
after studying a general English course involving ICT integration,
integrated-skills approach and formative assessment, developed
from the concepts of smart classroom and active learning.
 Methodology

Participants Data Collection Data Analysis

983 students ✓ Paired-sample t-test
Pre-test (1st week)
✓ Independent t-test
Post-test (12th week)
✓ One-way ANOVA
✓ Analyses of change
levels
 Findings and Conclusion
The students’ learning
outcomes improved
significantly before
and after studying the
GE Course.
Large » Listening,
Grammar, and Writing
Moderate » Vocabulary
and Reading
 Review
1. There is no specific research method mentioned in the article,
but it directly discuss course design and data collection.
2. The research questions are on the basis of learning
outcomes, but course design is included in the methodology.
3. The article uses complete statistical analysis: paired-sample t-
test, independent t-test, one-way ANOVA, students’ level
improvement.
4. It describes comprehensive pedagogical implication in
designing general English course implementing technologies
and active learning concepts.
 Malaysian Journal of

2
Learning and Instruction
Vol. 15 No. 2, 2018, 175-205

Mobile X-Space Design, Teaching

Strategies and Undergraduate
Students’ Collaborative Learning
Behavior: A Case Study in Taylor’s
University, Malaysia

Lim Chee Leong, Nurhanim Hassan,

Filzah Md. Isa, & Habibah Ab Jalil
 Introduction
A The study examines the effect learning space
design and teaching strategies on undergraduate
students’ collaborative learning behavior in the Mobile
X-space classroom.
Methodology
B ✓ Quantitative survey research design
✓ Online self-reported questionnaire through LMS and
exploratory factors (teaching strategies, collaborative
learning behavior, and space design).
✓ Participants: 467 students of undergraduate students
✓ Analysis: Pearson correlation, multiple regression,
two-way ANOVA
C Results and Conclusion
✓ Teaching strategies and space designs were
positively correlated with collaborative learning behavior.
✓ Pearson correlation showed significant, strong and positive
relationship between teaching strategies (and space design)
and collaborative learning behavior.
✓ Two-way ANOVA » collaborative learning behavior was
different for groups in different study semesters, and no
significant difference for collaborative learning behavior
between different genders in all semesters.
✓ Learning space will help to improve students’ soft skills and
collaborative skills for their future employability in workplace.
 Review
1. The title does not mention specific teaching strategies, but it is
mentioned in the article that the research uses active learning.
2. Abstract is too long (more than 250 words) as it contained
each part of the article as requested by the OJS.
3. Additional quantitative analysis such as t-test could complete
the study to have holistic description.
4. The article offers an interesting and applicable learning design
which accommodate multiple demands during online learning.
5. Literature review provide plentiful idea about active learning,
space design, and collaborative learning.
3
Teaching English with
Technology (TEwT) Journal
Vol. 21 No. 3, 2021, 67-88

Digital Vocabulary Class in English

for Railway Mechanical Technology

Damar Isti Pratiwi & Ubaedillah

 Introduction

Purpose Research Questions

Investigate students’ 1. What are the students’ learning
learning achievement achievements in digital English
and their feedback. vocabulary class?
2. How do the students responds to
learning in digital vocabulary class?
 Methodology
Participants
48 students of
freshmen
Data Collection
Pre-test (1st week)
Method
Post-test (5th week)
Quasi experimental Questionnaire
Research Design

Analysis
Paired t-test
Pearson correlation
Cohen coefficient
 Results and Conclusion
Paired t-test Cohen
Significance Digital applications Conclusion
difference between had strong effect in Digital vocabulary class using
pre- and post-test improving Kahoot! and Socrative are
students’ scores. effectively upgraded learners’
achievement and those were
Pearson recommended by the students
Digital applications
Questionnaire instead of internet connection
were strongly Kahoot! and problems.
effective in learning Socrative were
vocabulary recommended in
learning vocabulary.
 Review
1. The abstract does not mention the conclusion of the study.
2. Depth-analysis using ANOVA may add comprehensive results
of the study.
3. It is better not to mention the name of the university – make it
anonymous.
4. This research gives new knowledge on ESP, especially in
English for Railway Mechanical Technology.
5. Digital class is useful to be implemented during online
learning process on Covid19 pandemic.
4
Computer Assisted Language
Learning Electronic Journal
(CALL-EJ)
Vol. 22 No. 3, 2021, 146-163

The Utilization of Mobile-assisted

Gamification for Vocabulary
Learning: Its Efficacy and Perceived
Benefits

Rahmah Fithriani
 Introduction
✓ There are many studies about the educational values
of gamification in EFL. However, all of those have
yielded inconclusive findings of its efficacy. Thus, this
study has 2 purposes:
✓ Evaluating the effectiveness of gamified vocabulary
learning in MALL environment on Indonesian
✓ adult EFL learners’ vocabulary outcomes.
✓ Exploring students’ perceptions of the benefit.
 Methodology
Data
Design Collection Participants Analysis

Quasi Pre-test 74 of first- ✓ Descriptive Statistic

Experimental Post-test year of ✓ Shapiro Wilk test
Study Questionnaire undergraduate ✓ Levene test
students ✓ Paired sample t-test
✓ Independent
sample t-test
Results and Conclusion
✓ MAG utilization significantly affected the EFL learners’
vocabulary learning outcomes.
✓ The students affirmed three benefits of the utilization
of MAG: learning outcome improvement, enjoyable
learning experience, and motivation enhancement.
✓ MAG utilization had the most benefits for learning
outcomes and the least on motivation.
✓ The effectiveness of MAG for vocabulary learning
synchronizes the students’ insights into their
beneficial values » MAG scaffolds EFL education.
 Review
1. The abstract does not mention method of analysis data of the
study. It is just written using SPSS 20 package.
2. Kinds of MAG is not mentioned on the abstract and title, as it is
only one application: Quizlet.
3. Test instrument is not checked for its validity and reliability.
4. The treatment materials are not included in appendix, so the
reader could not know the comprehensive process of the study.
5. The study provide new insight of implementing MAG which is
very beneficial during online class for adults learners.
5
International Journal of
Instruction (IJI)
Vol. 14 No. 3, 2021, 717-736

Effects of Technology Enhanced

Task-Based Language Teaching on
Learners’ Listening Comprehension
and Speaking Performance

Dodi Mulyadi, Testiana D. Wijayatiningsih,

Charanjit Kaur Swaran Singh, Entika Fani
Prastikawati
Introduction
Integrating TBLT and learning technologies
can be potential framework in designing
language instruction to enhance learners’
listening comprehension and speaking
performance. This study focuses on
investigating the effect of TBLT on ESP
learners’ listening comprehension and
speaking performance.
 Methodology
Design Participants
Quasi experimental 97 students of
Mars Nursing program
Despite being
Data red, Mars is a Data
Collection cold place Analysis
Pretest & Posttest Pair sample t-test
TOEFL listening section Independent t-test
Online presentation
Role-play
Online group discussion
Findings and Conclusion
a
Technology implementation

c
enhanced TBLT significantly Learners needs to be well
influenced students’ listening motivated and monitored to
comprehension. perform online presentation
tasks and improve their
involvement in online group
Speaking performance
b
discussion.
improved significantly

d
through role-play, but it
is not significant by
online presentation and
group discussion.
Students could benefit from
merging the role play and
ESP instructions with
technology enhanced TBLT.
 Review
1. Data analysis needs to be added more to get depth and
broader understanding about the quantitative data of the study.
2. As it mentions findings about ESP, it is better if there is
literature review about ESP.
3. Listening section on TOEFL does not belong to ESP, but the
article emphasizes the findings on ESP.
4. The article gives new perspective on enhancing students’
English speaking performance through TBLT employing role-
play, online presentation and online group discussion.
Thank you