SCHOOL OF EDUCATION AND SOCIAL SCIENCES

SUBJECT/CODE:
RESEARCH METHODS IN ENGLISH LEARNING
ID CLASS: ERS20603202209002
SESSION: FEBRUARY 2022
INDIVIDUAL ASSIGNMENT (20%)
TOPIC: ARTICLE REVIEW

PREPARED BY:
NO. NAME ID NUMBER

1 NIK MASITAH BINTI SHAMSHUDDIN 012021070629

LECTURER: ALI SORAYYAEI AZAR

DATE OF SUBMISSION: 20rd OCT 2022
 TABLE OF CONTENT

NO CONTENT PAGE
1 Rubric
2 Introduction 1
3 Article 1 2 -3
4 Article 2 4
5 Article 3 5 -6
6 Article 4 7
7 Article 5 8
8 Article 6 9
9 Article 7 10
10 Article 8 11
11 Conclusion 12
12 Appendix 13 -16
13 References 17 -18
14 CA Slip 19
 ERS20603/EED22203/ERS20503/ERS20603/ERS22203/ERS22003/ERS21703
ERS20303/ERS21103/ERS20503/ERS21503
Rubric for Article/Critical Review (Assignment 20%)

Criteria Exceptional Good Moderate Wea Very weak Score %

5 4 3 k2 1
1. The introduction was very The introduction was The introduction was The introduction has little The introduction has very little
INTRODUCTION convincing and have convincing at times; moderately relevant at times; relevance with the topic of the or no relevance with the topic of
-background provided lump of evidence thoughtful and unique in thoughtful and unique in article. the article /5 x 5
-purpose for the article review. relation to the topic of topic of
relation to the topic of topic
(5%) (C6, A5) the article. of
the article.
2. Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are
CONTENT clear, relevant, and focused. clear, relevant, and focused. clear, relevant, and focused. overly broad or simplistic. unclear and require inferences by
ANALYSIS Supporting details are Supporting details are relevant Supporting details are general Supporting details are limited, reader. Supporting details are
(30%) relevant and carefully and carefully selected. or limited in places. off topic, predictable or too insufficient and irrelevant.
(C5, C6, /5 x 30
selected. general.
A4)

3. CRITICAL Went above and beyond to Did a good job of researching Used the material provided Limited Use of the material Did not utilize resources
DISCUSSION research information which covering resources in an acceptable manner but provided in an acceptable effectively; did little or no fact
-methods (objectives, methodology and objectives, methodology and did not consult any manner and did not consult any gathering on the objectives,
-results findings of the research); findings of the research; additional resources such as additional resources such as methodology and findings of the
-discussion solicited material in addition utilized materials provided to objectives, methodology and objectives, methodology and research.
(30%) (C6, to what was provided; their full potential; solicited findings of the research. findings of the research. /5 x 30
A5) brought in personal ideas and adequate resources to enhance
information to enhance the their study; at time took the
study; utilized also variety of initiative to find other
resources to make the study supportive information.
effective
Written work has very serious
Written work has no errors Written work is relatively free Written work has several Written work has serious and
and persistent errors in word
4. MECHANICS in word selection and use, of errors in word selection and errors in word selection persistent errors in word
selection and use, sentence
(10%) sentence structure, spelling, use, sentence structure, and use, sentence structure, selection and use, sentence /5 x 10
structure, spelling, punctuation,
(C4, A5) punctuation, and spelling, punctuation, and spelling, punctuation, and structure, spelling, punctuation,
and capitalization. (more than
capitalization. capitalization. (1-3 errors) capitalization. (4-6 errors) and capitalization. (7-10 errors)
10 errors)
 6. FORMAT Extremely well organized; Presented in a thoughtful Somewhat organized; ideas mostly organized; ideas were Choppy and confusing; format
(10%) logical format that was easy manner; there were signs of were presented quite not presented coherently, and was difficult to follow transitions
(C3, A4) to follow; flowed smoothly organization and most coherently, but transitions transitions were not smooth, of ideas were abrupt and
from one idea to another transitions were easy to were not always smooth, which at times very distracting seriously distracted the audience
/5 x 10
and cleverly conveyed; the follow, but at times ideas which at times distracted the to the audience.
organization enhanced the were unclear audience
effectiveness of the article
review.
Sources used (books,journals Sources used (books,journals, Sources used (books,journals,
7. Sources used (books,journals, Sources used (books,journals,
magazines and newspaper magazines and newspaper etc) magazines and newspaper etc)
magazines and newspaper etc) magazines and newspaper etc)
REFEREN etc) are very well cited. are poorly cited. Some are very poorly cited. Most of the
are well cited. There is a minor are quite well cited and may
CES Accurate use of summary, materials are misquoted or out materials are misquoted or out of
mistake inciting the sources lack variety.
(10%) paraphrase and quotation. of context. context.
but overall the source material /5 x 10
(C4) Source material fits smoothly
fits smoothly into the student’s
into the student’s own
own writing.
writing.

8. CONCLUSION The conclusion is very The conclusion is good, logica The conclusion is quite The conclusion is weak, mostly
The conclusion is illogical and
(5%) convincing and logical as and adequately summarizes the logical and sufficiently illogical and does not /5 x 5
sufficiently summarized the does not summarize the topic.
(C1 C4) well as provides clear topic. summarized the topic.
summary of the topic. topic.
Score /100%

COMMENTS/ REMARKS
1.0 INTRODUCTION

This piece of academic writing is being done for the purpose of utilizing a research technique
assignment that has been given to me. In this particular piece of writing, there will be a number
of research papers that require an analysis and a synopsis. An article review, also known as a
literature review, is an essential step for a researcher to take in the process of gaining a deeper
comprehension of the material that they have read. According to Dobra Atanassov Batovski
(2008), growing numbers of research papers require excellent review articles. A review article
summarizes and/or synthesizes other writers' research findings. The article critique is based on
the selection of a single intellectual publication and its objective appraisal. In this assignment, i
will be focused on the topic of advantages of using mobile applications for self-learning of
vocabulary among university students. So basically, this research will unravel the use of mobile
application in among university students. As we all know that there are many different learning
aids available to students and learners nowadays as the interest in vocabulary acquisition
increases, with mobile applications being one of the most efficient and well-liked. So, I have
prepared 8 articles to help me in this research about the topic chosen. This paper research will be
done based on the usability of mobile applications as learning support tools for English
language learning to identify university students’ vocabulary ability. This research also to
investigate students’ personal use of mobile apps for learning and the learning benefits students
gain from it for their university studies

1
2.0 ARTICLE REVIEWS

2.1.1 Article 1
Assessment of Mobile Applications for Vocabulary Drilling
Link: https://files.eric.ed.gov/fulltext/EJ1294970.pdf

Kohnke and Ting (2021), the authors of this article had administered a study on the assessments
of mobile applications for a vocabulary drilling in enhancing the academic purposes among ESL
learners.
In this article, Kohnke and Ting analyze how mobile applications are reflected in
vocabulary acquisition. Kohnke argues that although mobile applications have the advantages to
assist language learners, if the learner does not have ample time to get the tasks done, it won’t be
as effective as expected. As cited in the article, insufficiency of knowledge in vocabulary leads
to impediment to English language students’ academics (Gardner & Davis, 2014). To address the
issue, the authors have come up with an infotainment, discipline-specific vocabulary learning
software called Books vs Brains@PolyU. Their objective in designing the software was to
facilitate occupied students in establishing a language proficiency repertoire. The authors wanted
to eradicate the shortcomings of vocabulary apps utilized by ESL learners and replaced it with a
valuable pedagogical-driven form of technology in helping them acquire better experience
learning language.
The participants for this research involved 16 first-year students at Hong Kong
University. Kohnke and Ting maximized a convenience sampling method to collect the data
which consisted of the participants whom English was either a foreign language or L2 following
the overall population of the Hong Kong University. The volunteered students somehow
acquired an innate passion to English language. Outside of class, each of the 16 participants
utilized the app for a total of ten weeks then the admin would record the data into narrowed focus
groups. An interview has been conducted - the interviews conducted throughout the sessions of
the focus groups were audio recorded and transcribed in thematic method.
The participants, on the whole, came to the realization that the vocabulary applications
originally served as a form of motivation for them to study the English language. The findings
were in line with those of the prior study that had been conducted on the subject by many

2
researchers. It is quite likely that the majority of the participants will utilize their L1 when using
the vocabulary applications to search for English terms. A few of them remarked that the terms
identified in the vocabulary applications frequently featured in their reading texts, and this was
exactly what the authors of this research sought to achieve from their findings.
The authors also noted that when constructing a customized software for studies like
Brains@PolyU, researchers must understand the technological limits and nuances involved, the
limitations of the hardware, specifically when integrating features as point systems, collecting
and retrieving vocabulary lists, visuals, and virtual media integration, and the broad distinct
academic reasons for which English is used in diverse professions. ESL students need subject-
specific vocabulary to thrive in their majors. Language applications can facilitate independent
learning by offering individualized and rapid feedback to students with limited time and chances
to learn vocabulary.

3
2.1.2 Article 2

Visual Vocabulary as a Tool for Teaching and Learning

Link: https://files.eric.ed.gov/fulltext/EJ1265901.pdf

Tahir, Albakri, Adnan, Shaq and Shah (2020) are the collaborated authors that conducted a study
on the visual vocabulary as a tool for teaching and learning words in a second language.

In accordance with the article, the authors criticize on how vocabulary is often being
neglected although it is a vital base for a language learner. These authors hope that by providing
a "Visual Vocabulary," they will be able to bring the issue to the attention of both students and
teachers. They are making an effort to aid the students, particularly those learners who are
learning English as a second language, by having a command of certain English vocabulary that
can benefit those students with the structure of their sentences.

The participants involved 60 students of Form Two from suburban schools in Ipoh and
Teluk Intan, Perak which then were divided into two groups: Experimental and Control groups.
Visual Vocabulary was used to assist the experimental group retain 45 words and their meanings.
The control group was given a pre-test with 45 multiple-choice questions and 15 brief reading
passages with synonyms or similar-meaning terms. Two groups were joined for a post-test that
revealed the research's findings.

The findings showed that control group's scores rose following the experimental
treatment. However, the experimental group's score improvement (M difference) was a bit
higher. It demonstrates that the treatment that was administered to the experimental group proved
effective, which is better than the treatment that was given to the control group owing to the
number of target words that learners from both groups had learnt within the same amount of
time.

It was indicated in the result table that students who used Visual Vocabulary fared better
in remembering the words, which was highlighted by the authors as being effective in learning
the target words to enhance their vocabulary. The authors also mentioned that the employment of
Visual Vocabulary is useful in learning the target words to improve their vocabulary.
4
2.1.3 Article 3

Value of Machine Translation and its Implication for Vocabulary Learning

Link: https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=The+Use+and+Abuse+of+Machine+Translation+in+Vocabular
y+Acquisition+among+L2+Arabic-
Speaking+Learners&btnG=#d=gs_qabs&t=1666288272208&u=%23p%3DAnmy5IjEjE4J

‌Omar (2021) has conducted a study on the value of adopting machine translation and the
implications it has for vocabulary learning.

In this article, Omar (2021) is interested in doing research on a little-explored

aspect of teaching second languages, namely the part that machine translation plays in
vocabulary learning. The author focuses on Arabic-speaking English learners. Before
translation software, students and academics used monolingual or bilingual dictionaries.
According to the article (O'Neil, 2019), internet search engines, online translators (OTs),
and online dictionaries are practically widespread (ODs). The author hopes to conduct a
study to determine whether or not online translators can provide adequate vocabulary
support for Arabic-speaking ESL students enrolled at a private Omani college.

The participants were among the Oman college which consisted 47 of fourth-year
students. All participants were native Arabic speakers preparing for the IELTS exam after
graduation. The IELTS exam, as far as I can convince, requires its candidates to have a
high-vocabulary variety of English words in order for them to score well in all aspects of
the exam, including reading, writing, speaking, and listening. In order to test their ability
to use Machine Translation software, participants were given 15 minutes to complete an
intended vocabulary question.

As a result, to the study, Omar’s finding resulted that without advanced

metacognitive skills such as critical thinking and word usage in context, online Machine
Translations did not give an effective solution to overcoming difficulties with English
vocabulary lexicals. The online Machine Translations were helpful, but these ESL

5
students needed a detailed guidance from their teachers to use them properly. The
findings

5
highlighted into two main contexts which the first one fell on students use online
translators to translate particular phrase out of context, - as they did before the digital
revolution and Machine Translations. The second result was the commonly found among
the ESL learners which they tend to code-switch when they want to grasp for a meaning,
where L1 influenced their language choice.

The author discussed that the use of machine translations in the process of
vocabulary development among students of English as a second language is an
undeniable practice that cannot be resisted, despite the fact that it presents a number of
difficulties and obstacles. Omar emphasized in his article that every online thing will
change accordingly to the time and situation. Thus, the implications for his study were
concerned on the online tools usage and how it can be modified overtime for vocabulary
learning.

6
2.1.4 Article 4

Vocabulary Learning Strategy used among ESL Learners

Link : http://www.ijhpl.com/PDF/IJHPL-2019-07-09-06.pdf

Baharudin (2019) carried out a study to discover the varieties of VLS (Vocabulary
Learning Strategy) that are most often used by college students studying English as a
second language, categorizing the students according to their gender.

This research was conducted at a local university in Malaysia with participation

from forty undergraduate students majoring in a variety of fields who study English as a
second language. Considering that most of the undergraduates had taken a MUET
(Malaysian University English Test), Baharudin (2019) distributed the questionnaire to
each participant which consisted of 21 male students and 19 female students. 20 of the
students had obtained Band 1-2, and another 20 of them had obtained Band 3-4 in
MUET. In the questionnaire, the author emphasized on the VLS that were frequently
found highly utilized by ELS learners such as how many times do the students do verbal
repetition, how do they scale a gradable adjective and etc.

The findings provided an answer to the study question posed by the author, which
was about the contexts in which ESL learners are most likely to employ their cognitive
and metacognitive strategies as vocabulary language strategies. Other than that, the study
found that gender affects ESL undergraduates' usage of VLS. It was portrayed in this
article that male students utilized more vocabulary learning tactics than their female
colleagues.

Baharudin (2019) discussed that a more effective learning experience may be had
by placing students of different genders in the same groups and instructing them to study
through activities that take place outside the classroom. This is merely because students
of any gender learn more effectively when they are exposed to the environment in which
they are immersed. It would be preferable if teacher could give activities to students in

7
class based on their gender so that students could learn more effectively, especially when
students must work in groups.

7
2.1.5 Article 5

Popular Language-Learning Apps for ESL Classroom

Link : https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=7920&=&context=etd&=&sei-
redir=1&referer=https%253A%252F%252Fscholar.google.com%252Fscholar%253Fhl
%253Den%2526as_sdt%253D0%25252C5%2526q%253DExploring%252BLanguage
%252BLearning%252Bwith%252BMobile%252BTechnology%25253A%252BA
%252BQualitative%252BContent%252BAnalysis%252Bof%252BVocabulary
%252BLearning%252BApps%252Bfor%252BESL%252BLearners%252Bin
%252BCanada%2526btnG%253D#search=%22Exploring%20Language%20Learning
%20Mobile%20Technology%3A%20Qualitative%20Content%20Analysis
%20Vocabulary%20Learning%20Apps%20ESL%20Learners%20Canada%22

Liang (2018) had conducted a study on exploring popular language-learning

applications to be employed in an English as a second language classroom. There were 3
selected language-learning apps: Duolingo, AnkiApp and Johnny Grammar World
Challenge. The author insisted to see how the features in those apps could aid ESL
students in acquiring better vocabulary and English language on its own.

The author tested all 3 applications for this study. Liang (2018) made use two
types of research method which were inductive and deductive. The author had created a
preliminary checklist to analyze the apps which then was induced into a matrix analysis.
It was to assist the author in scanning through the apps’ features especially on the texts
used.

The findings were spot on as those apps have their own specialty. Some of the
apps contain audios and visuals for ESL learners to learn better especially those students
who have high-imagination drive. Meanwhile, some of the apps only equipped with texts,
quizzes and words. These features actually ease the learners to acquire English language
in accordance with the four core skills: reading, writing, speaking, and listening.

8
 Liang concluded that learning applications are growing more popular in and out
of classrooms, which might affect teaching and learning. Few research has examined
language-learning applications, and app users lack assessment methods.

8
2.1.6 Article 6

Perceptions on Mobile Apps for Vocabulary Learning

Link : https://www.learntechlib.org/p/216526/paper_216526.pdf

Deris and Shukor (2019) had done research about perceptions and experience with
mobile applications for vocabulary learning, as well as the recommended characteristics
of language learning mobile apps for vocabulary learning, among students. Their study
was to measure how an application could bring such impact to ESL learners despite some
hassles in the way.

In this particular study, the participants for the interview session included three
TESL students, while thirty postgraduate students were responsible for providing
responses to the survey that was supplied. The authors wanted to hear the perspectives of
the participants on how their experience was using a mobile app to learn or acquire
English vocabulary, therefore they performed a comprehensive interview with each of
them. The opinions of the thirty participants were solicited through the use of a Likert-
scale questionnaire, with responses ranging from "disagree" to "agree" on a particular
issue concerning vocabulary and language acquisition.

The findings of this study resulted in a favorable attitude toward the usage of
mobile applications for the goal of enhancing one's vocabularies. The convenience of
which has been provided by the different features is the prominent reason why students
are more likely to have a positive opinion toward the utilization of mobile applications
for educational purposes. In particular, it is discovered that the games’ function is the
most favored element to employ in vocabulary acquisition via mobile apps.

Deris and Shukor suggested that the applications might benefit from more
gamification and multimedia content (like games and pictures). They were concerned on
how mobile vocabulary apps should have less wording or texts which instead it needs to
be implemented with game feature to help the students store what they have done in their
schemata.

9
2.1.7 Article 7

The Usage of Telegram in Educational settings

Link: https://pdfs.semanticscholar.org/fd08/4014e749c2c3126dbba9d2ea9d6529d248a9.pdf

Alahmad (2020) conducted a study about the usage of mobile phones

emphasizing on Telegram app in educational settings particularly in an English teaching
and learning. New technologies provide language learners and teachers great access and
opportunities. The author focused on this teaching aid since the sector of education is
undergoing significant change as a direct result of the advent of digital technologies and
the internet.

The setting of this study was the teaching and learning environment of Iranian
schools, and the participants included both teachers and students. The author conducted
an investigation in perspective of the previously conducted research review to determine
the extent to which the Telegram app may be of use to academic institutions and their
respective student usage.

The findings emphasized the beneficial aspects of Telegram app, such as sharing
photographs, music, and videos and allowing teachers to hold synchronous or
asynchronous classes utilizing Telegram's video call. Through the author’s finding also
found that Telegram offers uncountable learning channels for students to join based on
what they want to pivot.

Alahmad (2020) suggested that this sort of mobile applications should be brought
into the future in a way that could give beneficial and remarkable experience to the
English language learning. Also mentioned in this study, the educational system must
provide for the possibility of organizing a communication relationship between teachers
and students so that remote language learning programmers can function effectively.

10
2.1.8 Article 8

The Relationship between ESL Learners Opinions and The Accessibility of Mobile
Learning Apps

Link:https://www.researchgate.net/profile/Yingshi-Huang-3/publication/
360021172_The_roles_of_mobile_app_perceived_usefulness_and_perceived_ease_of_use_i
n_app-based_Chinese_and_English_learning_flow_and_satisfaction/links/
625e50ba4173a21a0d1dad44/The-roles-of-mobile-app-perceived-usefulness-and-perceived-
ease-of-use-in-app-based-Chinese-and-English-learning-flow-and-satisfaction.pdf

Lu et al. (2022) conducted a study about the relationship between language

learners' opinions of the efficacy and accessibility of usage of mobile learning
applications and their overall experience with their language learning experience. Many
ESL learners most likely to make full use of their L1 while learning English language
hence, the investigation on how a slight mobile apps can help students acquiring the
language better.

The author focused on using two samples which were on CSL (Chinese Second
Language) and ESL (English Second Language). A mass participants were in the ESL
sample which it consisted 481 students from Chinese university to respond to the online
questionnaire provided. It was mentioned in the article that overall participants took at
least half of the hour to finish answering the questionnaire.

The findings were differed in those two samples. It was found that CSL learners
regarded the applications as less beneficial, less convenient to use, and giving less
enjoyment but more learning fow than ESL learners.

The author discussed that this method of research was the first of its kind to
identify subgroups of second-language learners based on their evaluations of the usability
and simplicity of use of language learning applications. Numerous of limitations were
noted in the study which it could actually affect perceptions on the other L2 learners
across the country.

11
3.0 CONCLUSION

After reading all the publications, I've come to the conclusion that the majority of the
researchers placed a strong focus on the learner's experience when it came to the process
of English language acquisition. Whether they are using synchronous or asynchronous
instruction, they want the students to have the sense that they are actively participating in
the class. When supported by excellent mobile learning tools, the study of English is
transformed into an engaging and enjoyable academic topic for students. My observation
has shown that learners would rather acquire knowledge through digital means, but
maybe with the assistance of knowledgeable instructors. In a basic sense, technology
changed not only how lessons were taught in the past but also how learning materials
were developed. I believed that many university students could gain benefits from the
mobile application in improving their English or vocabulary. Mobile application that was
presented nowadays have showed more motivation towards students to learn vocabulary
since it helps learners to learn in easy ways. Mobile application give opportunity to
students to learn the basics of a language through 21st century-compliant ways that have
wide range of learning options. But mobile learning application successful will depend on
the people which how they implemented the mobile learning application.

12
APPENDIX

Article 1

Article 2

13
13
Article 3

Article 4

14
Article 5

Article 6

15
Article 7

Article 8

16
References:

Alahmad, M. (2020). The Effectiveness of Telegram App in Learning English. Budapest

International Research and Critics in Linguistics and Education (BirLE) Journal,

3(3), 1274–1280. https://doi.org/10.33258/birle.v3i3.1165

Baharudin, S, N. (2019). The Use Vocabulary Learning Strategies Among ESL

Undergraduates. International Journal of Humanities, Philosophy and Language,

2(7), 66-79. DOI: 10.35631/ijhpl.27006

Batovski, Dobri. (2008, April). How to write a review article. Retrieved October 16, 2022,

from ResearchGate website:

https://www.researchgate.net/publication/235985751_How_to_write_a_review_artic

le#:~:text=A%20review%20article%20is%20expected,a%20given%20topic%20and

%20to

Deris, F. D., & Shukor, N. S. A. (2019). Vocabulary Learning Through Mobile Apps: A

Phenomenological Inquiry of Student Acceptance and Desired Apps Features.

International Journal of Interactive Mobile Technologies (IJIM), 13(07), 129.

https://doi.org/10.3991/ijim.v13i07.10845

Kohnke, L., & Ting, A. (2021). ESL students’ perceptions of mobile applications for

discipline-specific vocabulary acquisition for academic purposes. Knowledge

Management & E-Learning: An International Journal, 13(1), 102–117. Retrieved

from http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/468

Liang, L. (2018). Exploring Language Learning with Mobile Technology: A Qualitative

Content Analysis of Vocabulary Learning Apps for ESL Learners in Canada.

Retrieved October 15, 2022, from Scholarship@Western website:

17
https://ir.lib.uwo.ca/etd/5763/?utm_source=ir.lib.uwo.ca%2Fetd

%2F5763&utm_medium=PDF&utm_campaign=PDFCoverPages

Lu, A., Deng, R., Huang, Y., Song, T., Shen, Y., Fan, Z., & Zhang, J. (2022). The roles of

mobile app perceived usefulness and perceived ease of use in app-based Chinese and

English learning flow and satisfaction. Education and Information Technologies,

27(7), 10349–10370. https://doi.org/10.1007/s10639-022-11036-1

Omar, L. I. (2021). The Use and Abuse of Machine Translation in Vocabulary Acquisition

among L2 Arabic-Speaking Learners. Retrieved October 15, 2022, from Awej-

tls.org website: https://awej-tls.org/the-use-and-abuse-of-machine-translation-in-

vocabulary-acquisition-among-l2-arabic-speaking-learners/

Tahir, M. H. M., Albakri, I. S. M. A., Adnan, A. H. M., Shaq, M. S. Y., & Shah, D. S. M. (2020).

The Application of Visual Vocabulary for ESL Students’ Vocabulary Learning – AWEJ.

Retrieved October 15, 2022, from Awej.org website: https://awej.org/the-application-of-

visual-vocabulary-for-esl-students-vocabulary-learning/

18
CA SLIP

19
 ERS20603/EED22203/ERS20503/ERS20603/ERS22203/ERS22003/ERS21703
ERS20303/ERS21103/ERS20503/ERS21503

Rubric for Article/Critical Review (Assignment 20%)

Criteria Exceptional Good Moderate Wea Very weak Score %

5 4 3 k2 1
1. The introduction was very The introduction was The introduction was The introduction has little The introduction has very little
INTRODUCTION convincing and have convincing at times; moderately relevant at times; relevance with the topic of the or no relevance with the topic of
-background provided lump of evidence thoughtful and unique in thoughtful and unique in article. the article /5 x 5
-purpose for the article review. relation to the topic of topic of
relation to the topic of topic
(5%) (C6, A5) the article. of
the article.
2. Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are Purpose and main ideas are
CONTENT clear, relevant, and focused. clear, relevant, and focused. clear, relevant, and focused. overly broad or simplistic. unclear and require inferences by
ANALYSIS Supporting details are Supporting details are relevant Supporting details are general Supporting details are limited, reader. Supporting details are
(30%) relevant and carefully and carefully selected. or limited in places. off topic, predictable or too insufficient and irrelevant.
(C5, C6, /5 x 30
selected. general.
A4)

3. CRITICAL Went above and beyond to Did a good job of researching Used the material provided Limited Use of the material Did not utilize resources
DISCUSSION research information which covering resources in an acceptable manner but provided in an acceptable effectively; did little or no fact
-methods (objectives, methodology and objectives, methodology and did not consult any manner and did not consult any gathering on the objectives,
-results findings of the research); findings of the research; additional resources such as additional resources such as methodology and findings of the
-discussion solicited material in addition utilized materials provided to objectives, methodology and objectives, methodology and research.
(30%) (C6, to what was provided; their full potential; solicited findings of the research. findings of the research. /5 x 30
A5) brought in personal ideas and adequate resources to enhance
information to enhance the their study; at time took the
study; utilized also variety of initiative to find other
resources to make the study supportive information.
effective
 Written work has very serious
Written work has no errors Written work is relatively free Written work has several Written work has serious and
and persistent errors in word
4. MECHANICS in word selection and use, of errors in word selection and errors in word selection persistent errors in word
selection and use, sentence
(10%) sentence structure, spelling, use, sentence structure, and use, sentence structure, selection and use, sentence /5 x 10
structure, spelling, punctuation,
(C4, A5) punctuation, and spelling, punctuation, and spelling, punctuation, and structure, spelling, punctuation,
and capitalization. (more than
capitalization. capitalization. (1-3 errors) capitalization. (4-6 errors) and capitalization. (7-10 errors)
10 errors)

6. FORMAT Extremely well organized; Presented in a thoughtful Somewhat organized; ideas mostly organized; ideas were Choppy and confusing; format
(10%) logical format that was easy manner; there were signs of were presented quite not presented coherently, and was difficult to follow transitions
(C3, A4) to follow; flowed smoothly organization and most coherently, but transitions transitions were not smooth, of ideas were abrupt and
from one idea to another transitions were easy to were not always smooth, which at times very distracting seriously distracted the audience
/5 x 10
and cleverly conveyed; the follow, but at times ideas which at times distracted the to the audience.
organization enhanced the were unclear audience
effectiveness of the article
review.
Sources used (books,journals Sources used (books,journals, Sources used (books,journals,
7. Sources used (books,journals, Sources used (books,journals,
magazines and newspaper magazines and newspaper etc) magazines and newspaper etc)
magazines and newspaper etc) magazines and newspaper etc)
REFEREN etc) are very well cited. are poorly cited. Some are very poorly cited. Most of the
are well cited. There is a minor are quite well cited and may
CES Accurate use of summary, materials are misquoted or out materials are misquoted or out of
mistake inciting the sources lack variety.
(10%) paraphrase and quotation. of context. context.
but overall the source material /5 x 10
(C4) Source material fits smoothly
fits smoothly into the student’s
into the student’s own
own writing.
writing.

8. CONCLUSION The conclusion is very The conclusion is good, logica The conclusion is quite The conclusion is weak, mostly
The conclusion is illogical and
(5%) convincing and logical as and adequately summarizes the logical and sufficiently illogical and does not /5 x 5
sufficiently summarized the does not summarize the topic.
(C1 C4) well as provides clear topic. summarized the topic.
summary of the topic. topic.
Score /100%

COMMENTS/ REMARKS