Journal article critique - 14

Citation: Shen, Lin., and Suwanthep, Jitpanat. (2011). E-learning constructive role-plays for EFL learners in China’s tertiary education, asian efl journal, 49: 4-29.

The purpose of this study is to investigate the implementation of constructive role-play using NHEC e-learning and the effect of it on Chinese EFL learners’ speaking in college English courses. 
The data of this study collected using recording of the pretest and post-tests, questionairre, and interview. The duration of this research is 18 weeks.
On the introduction point, the research stated in Wu (1988) and Wong (1996) explained the situation of learning English in China as “dumb English” during the 1980s and 1990s. Most of the students finished their English courses as good test-taker, but they are low in communication.
To develop students speaking skill, the researchers will use computer assisted language learning (CALL), because the usage of computer and internet in learning and teaching language nowadays is develop fast.
The system which used in CALL is NHEC e-learning. This system was introduced to the Chinese college students since 2004.  Actually, the problem of NHEC is related to the behaviouristic nature of the students, especially in speaking section, such as: behaviouristic in role-play, recording and comparing, listening and retelling, which require students to repeat the same materials of speaking again and again.
The participants of this study are 300 second-year non-English major under graduate students. They were devided into three level of language proficiency, that are: high, medium, and low.
After the 18 weeks experiment on implementing e-learning constructive role-plays, the result of the study was summarized into three, that are: 1) students’ speaking performance, 2) students’ language productivity, 3) students attitude towards the e-learning constructive role-play.
In the speaking performance table, the experimental group columns show the significant different between pretest and pot-test, but it was not happen to the control group to the control group.
In the language productivity table shows 72,3 percent students of the experimental group produce new vocabullary in performing the constructive role-play, but the control group did not, because they just read the original role-play script.
At the conclusion part, the researchers stated that e-learning constructive role-play do have possitive effect to L2 in improving their speaking skills. It improves the students speaking performance of all levels. Most of the students stated tehir positive opinions about the implementation of e-learning constructive role-plays in speaking class. Also, e-learning constructive role-play can motivate students, because in this activity the students are the center point and the usage of CALL can increase the classroom information capacity.

To teach my future students I will e-learning constructive role-play, because at the future I believe that the technology in my country will be developed and of course better then the technology right now. So, teaching learning activity will be supported by the internet and technology.
But, e-learning is quite difficult to use at my previous study. Because at that time the technology is not as good as right now. Actually, in my senior high school there are computer laboratory, but the usage of which is not maximum because the teachers are not skillful in using the newest technology.

Journal article critique - 13

Liu, Feng., and Ding, Yun. (2009). Role-play in English language teaching, asian social science, 5(10): 140-143.

the purposes of this study are focus on how to apply role-play in a English class and what are the advantages of apply it in a class.  The researchers mention four factors which can help in applying role-play successfully, that are: the topic of the activity must be relevant and real, the teacher need use the appropriate language in this activity, correct the errors in a proper way, and the last the role of the teacher in this activity is as the facilitator, spectator, and participant.
On the literature review the researcher mention about some definitions of role play by some experts and one of them is Wilkins (1975), role play is an activity to imitate the real life, the students must speak properly in line with the condition of this activity and their roles in this activity.
On the next point, the researchers mention some points to make role-play applied successfully in the class, that are: the students’ interest will take big part in this activity and the choice of roles and contexts, the teacher must choice the suitable role to each student.
The lack of finding on role-play context may be due to the fact that this activity did not work successfully. In the role-play activity the teacher should be a surveyor and control the situation to make the class going on smoothly. In conducting this activity, the researchers stated that at the first class the teacher will take ten minutes to explain the role of this activity. The students have 15-20 minutes to prepare their role-play script and 5 minutes to present themselves in front of the class.
On the result of this study, the researchers stated that 70 percent of the students are got improvement in their vocabulary, the errors grammar of the students were corrected by the teacher immediately, and the students can communicate freely and fluently in English.
For my future students I will use role-play too. After I read this journal and see how much students' improvement by taught using role-play, I decided to teach my future students using this method too. I do agree with the researchers that this method is appropriate to teach speaking. The researchers stated some improvement of the students after taught using role-play. So, I want my future students to get these kind of improvements too.
But this method is difficult to use in my previous study, because the teachers at that time just taught the students using the traditional method, they were followed the materials at the book without developing the materials and motivating the students to learn that materials.