1. GUIDELINES FOR RESEARCH ARTICLE CRITIQUE


GUIDELINES FOR RESEARCH ARTICLE CRITIQUE


A. QUALITATIVE RESEARCH ARTICLE

(Write a short paragraph describing why, based on the title, you selected the article. Describe what you hoped to learn from this article.)

INTRODUCTION

  1. Was relevant background literature reviewed so that the gaps between the current knowledge and the research’s topic of interest were identified?
  2. Was the objective stated clearly?
  3. Were the research questions clearly stated?
  4. Were the limitations of the study clearly indicated?

METHOD

  1. What research design was employed? Was the use of the method properly justified? Do you think the method used is suitable to achieve the objective of the study?
  2. Was the process of purposeful selection of the sampling or participants clearly described?
  3. Was the context (setting) of the study clearly described?
  4. Did the researcher/s enhance trustworthiness of the data through triangulation? What types of triangulation? Were they appropriate?

RESULTS

  1. Are the theories, methods and data analyses consistent?
  2. Are the tables and graphs presented clear and understandable?
  3. Are all illustrations required?
  4. Was the analysis procedure carefully described so that it is easy to check whether conclusions are correct?

DISCUSSION

  1. Are the conclusions consistent and congruent with the findings?
  2. Are the ethical issues mentioned or adequately discussed?

B. QUANTITATIVE RESEARCH ARTICLE

( Write a short paragraph describing why, based on the title, you selected the article. Describe what you hoped to learn from this article.)

INTRODUCTION

  1. Did the author/s provide relevant background to the problem of the study?
  2. Was the rationale clearly communicated?
  3. Was the research questions or hypotheses clearly stated?
  4. Did the author/s provide operational definition of the variables?
  5. Is the study based on a theory? Was this mentioned in the study?

METHOD

  1. Was there a connection between the method of data collection and the research questions or hypotheses?
  2. Did the author/s properly define, describe and delimit the sample selected? Was the method of sampling properly described?
  3. Was there an attempt to enhance internal validity?
  4. Were the instruments used appropriate to the study? Were the reliability and validity of instruments discussed?
  5. Did the author/s properly describe the procedures used to administer the instruments? Were limitations identified?

RESULTS

  1. Are the tables and graphs presented clear and understandable?
  2. Are all illustrations required?
  3. Were appropriate statistical techniques used and significance levels reported?
  4. Would you suggest any other statistical analysis for the study?

DISCUSSION

  1. Are all conclusions firmly based in the data presented?
  2. Is the hypothesis for the findings reasonable?
  3. Did the author/s relate their findings to theory?
  4. Did the authors suggest future research?
  5. What was good about the study?

11 Comments

  1. Sir this is my article answer

    B. QUANTITATIVE METHOD

    I choose E-LEARNING CONSTRUCTIVE ROLE PLAYS FOR EFL LEARNERS IN CHINA’S because in this article is described in detail the influence of the constructive role plays have a positive impact to improve the quality and production of language and students express their positive opinions towards the implementation of e-learning constructive role plays because in many chinese universities, EFL students rarely communicate in english with other people effective communication skills in english.

    In this article, described about experiment on implementing e-learning constructive role playsdfrom the data analysis: students speaking performance, students language productivity, students’ attitudes towards the implementation of e-learning constructive role plays.

    When the students use constructive role plays, the students understood the context of constructive role plays from the instruction by teacher, and they actively constructed knowledge based on their previous learning.

    Use constructive e-learning has 2 effects: the students agreed that constructive role plays should be utilized more in speaking classes because they actively participated in learning to speak english, constructive e-learning helped the teacher to understand better before performing it and students feel actively involved at the center of the whole learning and teaching process. Students constructed new knowledge based on their previous their experiencess from the real life situations instead of passively accepting what the teacher taught.

    INTRODUCTION

    The authors provide relevant background to the problem of the study that speaking has played an increasingly important role in 2/foreign language setting because in many chinese universities students rarely communicate in english with other people effectively.

    The rationale communicated was clearly to give the clear information to the readers.

    The research questions/hypotheses clearly stated that this study aims at investigating the implementation of e-learning constructive role plays on chinese EFL learners speaking in college english classes.

    The study based on a theory is many students rarely communicated in english with other people and the mentioned in the study was from students’ evaluation, the problem of the NHCE e-learning rests with its behavioristic nature, especially in the speaking section. It involves such speaking activities as behavioristic role playing recording & comparing, listening & retelling which require students to repeat the speaking materials over and over again.

    METHOD

    There was a connection between the method of data collection and the research questions because from the research question, the authors did research to the students and from the method of data collection that the authors did, we know that the students understood the material.

    From the beginning in the article, the authors properly define, describe the sample selected and from the method was sampling properly described.

    The instruments were used appropriate to support the research

    RESULT

    The table & graphs presented in my article was clear to know how much the students understood the material and to know how much the students fail the material.

    All of the illustrations required to support the hypotheses, the theory from the beginning and finally can give the best result to the readers.

    DISCUSSION

    all of The conclusion firmly based in the data presented from the beginning of the article. The conclusion of all this article is e-learning constructive role plays have positive effects on improving the speaking performance of students at various language proficiency levels. Students performed well and they applied the knowledge gained from the tutorial class and from their previous studies to perform the constructive e-learning role plays actively and succesfully.

    The authors related hypotheses for the findings reasonable.

    The authors always related and connected their findings to the theory: constructive role play has the active and interactive essence and enable students to develope skills to use in real life situations, and the second: utilizing constructive role plays in the classroom allows the students to test out the knowledge that they already have/to study the new knowledge by interacting with group members and the class as in the construtivist argument that learning is an active process in which new knowledge is developed on the basis of previous experiences pointed out that constructive role play encourage students to engage in L2 speaking interactively and creatively and it encourage the exploration of options through creative use of languages.

    thank you sir

  2. Dear all attendees of Research Methodology Class
    I took an article from ASIAN EFL Journal, Vol 13, No 11 September 2011 for research article critique.

    Title :
    “ Second Language Learners and Their Self-confidence in Using English: A Social Constructive Perspective “

    Writer : Jianwei Xu

    Kindly do not take the same topic above.

    Thank you

  3. Dear All,

    Sorry, I changed my previous article. I took it from ELT vol.4, No.3, September 2011.

    The Title is :
    “A Qualitative Case Study of EFL Students’ Affective Reactions to and
    Perceptions of Their Teachers’ Written Feedback ”
    by: Mr. Omer Hassan A. Mahfoodh Ph.D Candidate

    Thanks,
    Vany

  4. Dear All,

    I took the article from Academic Journals of English and literature Vol. 2(7), pp 161-165, September 2011.

    The Title is :
    “Learners’ communicative competence in English as foreign Language (EFL)”
    by: Vahid Norouzi Larsari

    Thanks,
    Vany

  5. I took my article from Asian EFL Journal professional teaching articles vol 54 agust 2011 and my title article is: e-learning constructive role plays for EFL learners in china’s. thank you

  6. Dear All,

    I took the article from ASIAN EFL Journal Vol. 52 No. 4 for Research Methodology Class.

    The Title is :
    “Using Improvisational Exercises for Increasing Speaking and Listening Skills”

    The Writer : Pamila J. Florea

    Thanks & Regards
    Sisca

  7. Dear all attendees of Research Methodology Class

    I took an article from ASIAN EFL Journal, Vol 9, No 4 for research article critique.

    Title :
    “ Shifts in NNESTs’ Professional Identity : An Impact of Language and Culture Immersion “

    Writer : Anita Dewi

    Kindly do not take the same topic above.

    Thank you

  8. hi Sir, i’m your new student too 🙂

    here my assignment
    I want to give an example of differences in malay and Indonesian
    in Malay “muka” means front, but in Indonesian “muka” means face

    that’s all, thank you Sir
    Gbu

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