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Critical Review of Journal Article 14

Title of Journal         :  “Role-Play Game-Enhanced English for a Specific-Purpose Vocabulary-Acquisition Framework
Writer & Institution :  Fang-Chen Lu and Ben Chang, National Central University, Taiwan
Publisher                  :  Educational Technology & Society, 19 (2)

The aim of this study was to explore an RPG enhanced English for specific purposes (ESP) vocabulary-acquisition framework, providing teachers and students a systematic way to incorporate RPG into ESP learning. With the fast development of business communities, English skills have been an important ability needed to compete in global economy. In vocational program, the students are guided to master the ability of foreign language. In RPG, students are able to develop their own strategies for dealing with real language and stimulate their motivation to learn.
This research was design to answer how students actually acquire more ESP vocabulary using RPG ESP framework and what is the students’ participation scale for the framework in an RPG game to facilitate learning vocabulary. The participants were asked for thirty minutes to finish vocabulary test, which consisted of thirty items, and was divided into three sections as a pretest. A total of eighty participants were assigned to engage in the RPG environment approximately twenty hours spread over one month.
By using t test, it was intended to compare the performance between the experimental group, who were assigned to engage in the RPG environment with RPG ESP framework availability and the control group, without RPG ESP framework availability. In other side, information collected from a questionnaire was used to answer the features of students’ participation into the following four scales: personal interest, external expectations, social contact and social stimulation.
From two classes of urban vocational high school, several major conclusions are made. First of all, the results indicated that the RPG ESP framework was beneficial to the students’ ESP vocabulary acquisition only with respect to the contextualized use of words. There is an implication for the further research in which the result indicated that the RPG ESP framework facilitated students’ ESP vocabulary acquisition. As an addition, it was found that RPG ESP vocabulary acquisition linking to students’ daily life experiences might be the key component of their participation.

Overall explanation, the researcher could build the idea clearly with a unique study In which RPG was correlated with developing vocabulary skill. It is recommended to any other country especially to explore more the interest of the students such as RPG correlated with English learning particularly the vocabulary development.

Critical Review of Journal Article 13

Title of Journal         :  “A Study of Jordanian Eniversity Students’ Perceptions of Using Email Exchanges with Native English Keypals for Improving Their Writing Competency
Writer & Institution :  Safi Mahmoud Mahfouz, UNRWA University, Jordan.
Publisher                  :  Calico Journal, 27 (2)

The aim of this study was to explore the students’ perceptions of using email exchange with native English keypals (NEKs) for improving their writing competency. Email interactions between learners of English as a foreign language (EFL) and native English keypals (NEKs) have received much attention in the literature of asynchronous computer mediated-communication. Other benefits of email exchange between nonnative speakers (NNSs) and native speakers (NSs) have also been reported in the literature on asynchronous computer-mediated communication stressing their potential.
Email exchange programs between native speakers and non-native speakers have been developed in different parts of the world and have been successfully integrated into foreign language syllabi in many countries. Non-English majors rarely understand the importance of English for improving their knowledge in their field of specialization. Other researchers have stated that shy or reserved EFL learners who fear to take part in face-to-face interactions feel at ease and confident when keyboarding with their native keypals because email exchanges provide such learners with an anxiety free environment.
This study described here seeks to fill a gap in the literature on students’ perceptions of the use of email exchanges with native speakers for improving their skill in writing. This research focused on the perception of using email exchange for improving their writing competency and the differences between the EFL students’ perceptions of using email exchanges with NEKs that are related factors such as the availability of a computer at home, number of years of study at the university, and the regularity of their use of email exchanges with native English speakers.
The participants were 110 university students enrolled in the faculty of educational science and arts. A questionnaire was prepared by the researcher for the purpose of eliciting participants’ perceptions of using email exchange with native speakers for improving their writing competency. After collecting the data, descriptive statistics was used to find mean scores and standard deviation were utilized to answer the research question.
According to the results that students paid the most attention to forming well-structured sentences with clear language functions to communicate with their NEK. The results also indicate that the students paid more attention to their choice of words and idiomatic expressions than to style and the mechanics of email writing. The other result was the students who had a computer at home were more likely to have positive perceptions of exchanging emails with native English speakers.

Over all explanation, the researcher managed well the idea and clearly showing the result and the contribution in learning English for the development skill to the students. The researcher emphasized the academic purpose of using email in improving our writing skill to enhance our capability to master English language.

Critical Review of Journal Article 12

Title of Journal         :  “Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs
Writer & Institution :  Sarah Hsueh-Jui Liu & Yu-Ju Lan, Kainan & National Taiwan Normal University, Taiwan.
Publisher                  :  Educational Technology & Society, 19

Critical Review of Journal Article 11

Title of Journal         :  “Students’ Perception and Expectations of Educational Uses of Wikis and Facebook for Learning English for Academic Purposes
Writer & Institution :  Cristina Felea & Liana Stanca, Babes-Bolyai University, Romania.
Publisher                  :  International Scientific Conference e-Learning and Software for Education

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