Article #1
Using gamification to support learning English as a second language
Annotation:
This review provides interested scholars with information on how to take advantage of
potential benefits of gamification for LESL. Also, how to design digital environments to
improve students’ learning processes and their corresponding learning experiences and
outcomes. This review revealed that majority of studies on the use of gamification for LESL in
digital environments are descriptive in nature. Most reviewed publications used self-reported
data collection methods such as survey, interview, and focus group discussions. Most findings
obtained in this review study are purely based on the perceptions of the language learners and
not actual learning. Almost all the reviewed studies reported that the use of gamification for
LESL was beneficial in terms of learners’ experiences. This review concluded that more
empirical type research was needed for more studies of gamification of LESL.
Reference:
Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., & Noroozi, O. (2021). Using
gamification to support learning English as a second language: a systematic review. Computer
Assisted Language Learning, 34(7), 934-957.
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Article #2
Classroom strategies and tools for Differentiating Instruction in the ESL Classroom
Annotation:
This paper outlines implementing Differentiated Instruction by ensuring high quality
curriculum that clearly articulates meaningful learning outcomes, both language and content,
without which differentiation is not possible. The authors suggest carefully understanding
student needs, their readiness, interests and learning profiles, based on systematic pre- and
formative assessment. Finally educators should implement effective Differentiated Instruction
strategies in the classroom to maximize the learning of all students.
Reference:
Dahlman, A., Hoffman, P., & Brauhn, S. (2008). Classroom strategies and tools for
differentiating instruction in the ESL classroom.
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Article #3
Developing Web-based assessment strategies for facilitating junior high school students to
perform self-regulated learning in an e-Learning environment
Annotation:
This journal explores the multiple-choice Web-based assessment system, the Peer-Driven
Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA).
The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning
behaviors to perform self-regulated learning. This would improve e-Learning effectiveness and
learner use of self-regulatory learning behaviors to perform self-regulated learning in an eLearning environment.
Reference:
Wang, T. H. (2011). Developing Web-based assessment strategies for facilitating junior high
school students to perform self-regulated learning in an e-Learning environment. Computers &
Education, 57(2), 1801-1812.
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Article #4
TikTok Use as Strategy to Improve Knowledge Acquisition and Build Engagement to Learn
Literature in ESL Classrooms
Annotation:
In this study the researchers used TikTok as a strategy in teaching literature to 150 students to
determine students' engagement in learning literature and improve their knowledge acquisition.
The researchers were motivated to conduct this study as Malaysian students’ interest in the
chalk-and-talk method of teaching and learning literature has decreased, leading to a decline in
students' knowledge acquisition and engagement. Using TikTok was found to enable studentcentered learning and learning literature become fun and foster creativity.
Reference:
Rajan, S. T., & Ismail, H. H. (2022). TikTok Use as Strategy to Improve Knowledge
Acquisition and Build Engagement to Learn Literature in ESL Classrooms. International
Journal of Learning, Teaching and Educational Research, 21(11).
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Article #5
Concurrent Validity of the Independent Reading Level Assessment Framework and a State
Assessment
Annotation:
This study investigates the use of screening assessments within the Response to Intervention
(RTI) framework, and collect concurrent validity evidence on the screening tool that Storm
Lake Elementary uses, the Independent Reading Level Assessment (IRLA) framework.
Overall, this study found the IRLA to predict state standardized reading scores well, This
prediction remained consistent across subgroups. This was matched against the Oregon state
assessments.
Reference:
Ralston, N. C., Waggoner, J. M., Tarasawa, B., & Jackson, A. (2016). Concurrent Validity of
the Independent Reading Level Assessment Framework and a State Assessment. Journal of AtRisk Issues, 19(2), 1-8.
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