Literature Review \u2014 Case Study & Problem-Solving<\/title>\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Lora:ital,wght@0,400;0,500;0,600;0,700;1,400;1,500&family=DM+Sans:wght@300;400;500;600&family=DM+Mono:wght@400;500&display=swap\" rel=\"stylesheet\">\n\n<style>\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n ROOT & RESET\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n:root {\n --ink: #1C1A15;\n --ink-soft: #3D3A30;\n --ink-muted: #7A7060;\n --paper: #FAF7F2;\n --paper-2: #F3EFE6;\n --paper-3: #EDE7DB;\n --rule: #D8D0C0;\n --amber: #B8860B;\n --amber-lt: #D4A520;\n --amber-bg: #FDF3D0;\n --teal: #1A6B72;\n --teal-lt: #238B94;\n --teal-bg: #E6F4F5;\n --rust: #8B3A2A;\n --rust-bg: #FBEEE8;\n --moss: #3A5C2A;\n --moss-bg: #EAF2E6;\n --navy: #1C2D4A;\n --navy-bg: #E8EEF6;\n --white: #FFFFFF;\n --shadow: rgba(28,26,21,.10);\n --shadow-md: rgba(28,26,21,.16);\n}\n\n*, *::before, *::after { box-sizing: border-box; margin: 0; padding: 0; }\n\nhtml { scroll-behavior: smooth; }\n\nbody {\n font-family: 'DM Sans', sans-serif;\n background: var(--paper);\n color: var(--ink);\n min-height: 100vh;\n font-size: 15px;\n line-height: 1.7;\n overflow-x: hidden;\n}\n\n\/* Grain texture overlay *\/\nbody::after {\n content: '';\n position: fixed;\n inset: 0;\n background-image: url(\"data:image\/svg+xml,%3Csvg xmlns='http:\/\/www.w3.org\/2000\/svg' width='300' height='300'%3E%3Cfilter id='n'%3E%3CfeTurbulence type='fractalNoise' baseFrequency='.75' numOctaves='4' stitchTiles='stitch'\/%3E%3C\/filter%3E%3Crect width='300' height='300' filter='url(%23n)' opacity='.04'\/%3E%3C\/svg%3E\");\n pointer-events: none;\n z-index: 9999;\n opacity: .5;\n}\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n NAVIGATION TABS\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n.tab-nav {\n position: sticky;\n top: 0;\n z-index: 100;\n background: var(--ink);\n display: flex;\n align-items: center;\n padding: 0 32px;\n gap: 0;\n box-shadow: 0 2px 20px var(--shadow-md);\n}\n.tab-nav-logo {\n font-family: 'Lora', serif;\n font-size: 13px;\n color: var(--amber-lt);\n letter-spacing: .5px;\n margin-right: auto;\n padding: 14px 0;\n white-space: nowrap;\n}\n.tab-btn {\n font-family: 'DM Sans', sans-serif;\n font-size: 12px;\n font-weight: 500;\n letter-spacing: 1px;\n text-transform: uppercase;\n padding: 16px 22px;\n background: none;\n border: none;\n color: rgba(255,255,255,.5);\n cursor: pointer;\n transition: color .2s, background .2s;\n border-bottom: 3px solid transparent;\n margin-bottom: -1px;\n}\n.tab-btn:hover { color: rgba(255,255,255,.85); }\n.tab-btn.active {\n color: var(--amber-lt);\n border-bottom-color: var(--amber-lt);\n background: rgba(255,255,255,.04);\n}\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n PANELS\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n.panel { display: none; }\n.panel.active { display: block; animation: fadeIn .4s ease; }\n\n@keyframes fadeIn { from { opacity:0; transform:translateY(10px); } to { opacity:1; transform:translateY(0); } }\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n PAGE WRAPPER\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n.page {\n max-width: 820px;\n margin: 0 auto;\n padding: 52px 28px 80px;\n}\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n SHARED TYPOGRAPHY\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n.kicker {\n font-size: 10px;\n font-weight: 600;\n letter-spacing: 3px;\n text-transform: uppercase;\n color: var(--amber);\n margin-bottom: 12px;\n display: flex;\n align-items: center;\n gap: 10px;\n}\n.kicker::before, .kicker::after {\n content: '';\n flex: 1;\n height: 1px;\n background: var(--rule);\n max-width: 60px;\n}\n.kicker::before { max-width: 20px; }\n\nh1.page-title {\n font-family: 'Lora', serif;\n font-size: clamp(26px, 5vw, 38px);\n font-weight: 700;\n line-height: 1.2;\n color: var(--ink);\n margin-bottom: 12px;\n}\nh1.page-title em {\n font-style: italic;\n color: var(--amber);\n}\n\n.subtitle {\n font-size: 15px;\n color: var(--ink-muted);\n line-height: 1.65;\n max-width: 620px;\n margin-bottom: 36px;\n border-left: 3px solid var(--rule);\n padding-left: 16px;\n}\n\n.section-rule {\n display: flex;\n align-items: center;\n gap: 16px;\n margin: 44px 0 28px;\n}\n.section-rule .rule-line { flex: 1; height: 1px; background: var(--rule); }\n.section-rule .rule-label {\n font-family: 'Lora', serif;\n font-size: 15px;\n font-weight: 600;\n color: var(--ink-soft);\n white-space: nowrap;\n}\n\np.body-text {\n font-size: 15px;\n color: var(--ink-soft);\n line-height: 1.75;\n margin-bottom: 16px;\n}\np.body-text strong { color: var(--ink); font-weight: 600; }\np.body-text em { font-style: italic; color: var(--ink); }\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n CASE STUDY SPECIFIC\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n\n\/* Hero vignette *\/\n.cs-hero {\n background: var(--ink);\n border-radius: 16px;\n padding: 44px 44px 36px;\n margin-bottom: 36px;\n position: relative;\n overflow: hidden;\n box-shadow: 0 8px 40px var(--shadow-md);\n}\n.cs-hero::before {\n content: '';\n position: absolute;\n inset: 0;\n background:\n radial-gradient(ellipse at 85% 15%, rgba(184,134,11,.18) 0%, transparent 55%),\n radial-gradient(ellipse at 15% 85%, rgba(26,107,114,.15) 0%, transparent 50%);\n}\n.cs-hero-tag {\n display: inline-block;\n font-size: 10px;\n font-weight: 600;\n letter-spacing: 2px;\n text-transform: uppercase;\n color: var(--amber-lt);\n background: rgba(184,134,11,.15);\n border: 1px solid rgba(184,134,11,.3);\n padding: 4px 12px;\n border-radius: 99px;\n margin-bottom: 20px;\n position: relative;\n}\n.cs-hero h2 {\n font-family: 'Lora', serif;\n font-size: clamp(18px, 3.5vw, 26px);\n font-weight: 700;\n color: var(--white);\n line-height: 1.3;\n margin-bottom: 10px;\n position: relative;\n}\n.cs-hero h2 span { color: var(--amber-lt); font-style: italic; }\n.cs-hero-meta {\n font-size: 12px;\n color: rgba(255,255,255,.4);\n position: relative;\n display: flex;\n gap: 20px;\n flex-wrap: wrap;\n}\n.cs-hero-meta span::before { content: '\u25c6 '; color: var(--amber); font-size: 8px; }\n\n\/* Narrative \/ story *\/\n.narrative {\n background: var(--white);\n border: 1px solid var(--rule);\n border-radius: 12px;\n padding: 32px 36px;\n margin-bottom: 24px;\n box-shadow: 0 2px 16px var(--shadow);\n position: relative;\n}\n.narrative::before {\n content: '\"';\n font-family: 'Lora', serif;\n font-size: 100px;\n color: var(--paper-3);\n position: absolute;\n top: -10px;\n left: 20px;\n line-height: 1;\n pointer-events: none;\n user-select: none;\n}\n\n\/* Character profiles *\/\n.profiles {\n display: grid;\n grid-template-columns: repeat(auto-fit, minmax(220px, 1fr));\n gap: 14px;\n margin-bottom: 24px;\n}\n.profile-card {\n background: var(--paper-2);\n border: 1px solid var(--rule);\n border-radius: 10px;\n padding: 18px 20px;\n transition: transform .2s, box-shadow .2s;\n}\n.profile-card:hover { transform: translateY(-3px); box-shadow: 0 6px 20px var(--shadow); }\n.profile-name {\n font-family: 'Lora', serif;\n font-size: 14px;\n font-weight: 600;\n color: var(--ink);\n margin-bottom: 4px;\n}\n.profile-role {\n font-size: 11px;\n color: var(--amber);\n font-weight: 600;\n letter-spacing: .8px;\n text-transform: uppercase;\n margin-bottom: 8px;\n}\n.profile-desc {\n font-size: 13px;\n color: var(--ink-soft);\n line-height: 1.6;\n}\n\n\/* Highlight callout *\/\n.callout {\n border-radius: 10px;\n padding: 20px 24px;\n margin: 20px 0;\n display: flex;\n gap: 16px;\n align-items: flex-start;\n}\n.callout.amber { background: var(--amber-bg); border: 1px solid rgba(184,134,11,.25); }\n.callout.teal { background: var(--teal-bg); border: 1px solid rgba(26,107,114,.2); }\n.callout.rust { background: var(--rust-bg); border: 1px solid rgba(139,58,42,.2); }\n.callout.moss { background: var(--moss-bg); border: 1px solid rgba(58,92,42,.2); }\n.callout-icon { font-size: 20px; flex-shrink: 0; margin-top: 1px; }\n.callout-body { flex: 1; }\n.callout-body strong {\n display: block;\n font-size: 12px;\n font-weight: 600;\n letter-spacing: .8px;\n text-transform: uppercase;\n margin-bottom: 5px;\n}\n.callout.amber .callout-body strong { color: var(--amber); }\n.callout.teal .callout-body strong { color: var(--teal); }\n.callout.rust .callout-body strong { color: var(--rust); }\n.callout.moss .callout-body strong { color: var(--moss); }\n.callout-body p {\n font-size: 14px;\n color: var(--ink-soft);\n line-height: 1.65;\n}\n\n\/* Discussion questions \u2014 case study *\/\n.discussion-grid {\n display: grid;\n grid-template-columns: 1fr 1fr;\n gap: 14px;\n margin-top: 8px;\n}\n@media(max-width:580px) { .discussion-grid { grid-template-columns: 1fr; } }\n\n.dq-card {\n background: var(--white);\n border: 1px solid var(--rule);\n border-radius: 10px;\n padding: 20px 20px 16px;\n cursor: pointer;\n transition: transform .2s, box-shadow .2s, border-color .2s;\n position: relative;\n overflow: hidden;\n}\n.dq-card::before {\n content: '';\n position: absolute;\n top: 0; left: 0;\n height: 3px; width: 100%;\n}\n.dq-card:nth-child(1)::before { background: var(--amber); }\n.dq-card:nth-child(2)::before { background: var(--teal); }\n.dq-card:nth-child(3)::before { background: var(--rust); }\n.dq-card:nth-child(4)::before { background: var(--moss); }\n\n.dq-card:hover {\n transform: translateY(-3px);\n box-shadow: 0 8px 24px var(--shadow-md);\n border-color: var(--rule);\n}\n.dq-num {\n font-family: 'DM Mono', monospace;\n font-size: 11px;\n color: var(--ink-muted);\n margin-bottom: 8px;\n}\n.dq-q {\n font-family: 'Lora', serif;\n font-size: 14px;\n font-weight: 600;\n color: var(--ink);\n line-height: 1.5;\n margin-bottom: 10px;\n}\n.dq-hint {\n font-size: 12px;\n color: var(--ink-muted);\n font-style: italic;\n line-height: 1.5;\n}\n\n\/* Expandable notes area *\/\n.notes-area {\n width: 100%;\n margin-top: 14px;\n padding: 12px 14px;\n border: 1.5px solid var(--rule);\n border-radius: 8px;\n font-family: 'DM Sans', sans-serif;\n font-size: 13.5px;\n color: var(--ink);\n background: var(--paper-2);\n resize: vertical;\n min-height: 80px;\n outline: none;\n transition: border-color .2s;\n display: none;\n line-height: 1.65;\n}\n.notes-area:focus { border-color: var(--amber); background: var(--white); }\n.dq-card.open .notes-area { display: block; }\n.toggle-hint {\n font-size: 11px;\n color: var(--ink-muted);\n margin-top: 6px;\n display: flex;\n align-items: center;\n gap: 5px;\n user-select: none;\n}\n.toggle-arrow { transition: transform .2s; }\n.dq-card.open .toggle-arrow { transform: rotate(180deg); }\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n PROBLEM-SOLVING SPECIFIC\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n.ps-hero {\n background: var(--teal);\n border-radius: 16px;\n padding: 44px 44px 36px;\n margin-bottom: 36px;\n position: relative;\n overflow: hidden;\n box-shadow: 0 8px 40px rgba(26,107,114,.3);\n}\n.ps-hero::before {\n content: '';\n position: absolute;\n inset: 0;\n background:\n radial-gradient(ellipse at 90% 10%, rgba(255,255,255,.10) 0%, transparent 50%),\n radial-gradient(ellipse at 10% 90%, rgba(28,26,21,.12) 0%, transparent 45%);\n}\n.ps-hero-tag {\n display: inline-block;\n font-size: 10px;\n font-weight: 600;\n letter-spacing: 2px;\n text-transform: uppercase;\n color: rgba(255,255,255,.9);\n background: rgba(255,255,255,.15);\n border: 1px solid rgba(255,255,255,.25);\n padding: 4px 12px;\n border-radius: 99px;\n margin-bottom: 20px;\n position: relative;\n}\n.ps-hero h2 {\n font-family: 'Lora', serif;\n font-size: clamp(18px, 3.5vw, 26px);\n font-weight: 700;\n color: var(--white);\n line-height: 1.3;\n margin-bottom: 10px;\n position: relative;\n}\n.ps-hero h2 em { font-style: italic; color: rgba(255,255,255,.75); }\n.ps-hero-meta {\n font-size: 12px;\n color: rgba(255,255,255,.55);\n display: flex;\n gap: 20px;\n flex-wrap: wrap;\n position: relative;\n}\n.ps-hero-meta span::before { content: '\u25c6 '; color: rgba(255,255,255,.35); font-size: 8px; }\n\n\/* Scenario card *\/\n.scenario-card {\n background: var(--white);\n border: 1px solid var(--rule);\n border-radius: 14px;\n overflow: hidden;\n margin-bottom: 28px;\n box-shadow: 0 4px 20px var(--shadow);\n}\n.scenario-header {\n background: var(--navy);\n padding: 16px 28px;\n display: flex;\n align-items: center;\n gap: 12px;\n}\n.scenario-header span {\n font-size: 11px;\n font-weight: 600;\n letter-spacing: 2px;\n text-transform: uppercase;\n color: rgba(255,255,255,.6);\n}\n.scenario-header h3 {\n font-family: 'Lora', serif;\n font-size: 16px;\n color: var(--white);\n font-weight: 600;\n}\n.scenario-body { padding: 26px 28px; }\n\n\/* Data tables *\/\n.data-table {\n width: 100%;\n border-collapse: collapse;\n font-size: 13.5px;\n margin: 16px 0;\n}\n.data-table thead tr {\n background: var(--paper-2);\n}\n.data-table th {\n text-align: left;\n font-size: 11px;\n font-weight: 600;\n letter-spacing: 1px;\n text-transform: uppercase;\n color: var(--ink-muted);\n padding: 10px 14px;\n border-bottom: 2px solid var(--rule);\n}\n.data-table td {\n padding: 10px 14px;\n border-bottom: 1px solid var(--paper-3);\n color: var(--ink-soft);\n vertical-align: top;\n line-height: 1.55;\n}\n.data-table tr:last-child td { border-bottom: none; }\n.data-table tr:hover td { background: var(--paper); }\n.tag-pill {\n display: inline-block;\n font-size: 10px;\n font-weight: 600;\n padding: 2px 8px;\n border-radius: 99px;\n margin: 1px;\n}\n.tag-amber { background: var(--amber-bg); color: var(--amber); }\n.tag-teal { background: var(--teal-bg); color: var(--teal); }\n.tag-rust { background: var(--rust-bg); color: var(--rust); }\n.tag-moss { background: var(--moss-bg); color: var(--moss); }\n.tag-navy { background: var(--navy-bg); color: var(--navy); }\n\n\/* Task cards \u2014 problem-solving *\/\n.task-stack { display: flex; flex-direction: column; gap: 20px; margin-bottom: 32px; }\n\n.task-card {\n background: var(--white);\n border: 1px solid var(--rule);\n border-radius: 12px;\n overflow: hidden;\n box-shadow: 0 2px 12px var(--shadow);\n transition: box-shadow .2s;\n}\n.task-card:hover { box-shadow: 0 6px 24px var(--shadow-md); }\n.task-header {\n display: flex;\n align-items: stretch;\n cursor: pointer;\n user-select: none;\n}\n.task-num {\n min-width: 64px;\n display: flex;\n align-items: center;\n justify-content: center;\n flex-direction: column;\n padding: 18px 10px;\n font-family: 'Lora', serif;\n font-size: 22px;\n font-weight: 700;\n color: var(--white);\n}\n.task-card:nth-child(1) .task-num { background: var(--amber); 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}\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n PRINT\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n@media print {\n .tab-nav, .timer-strip, .notes-area, .work-zone textarea { display: none !important; }\n .task-body { display: block !important; }\n .panel { display: block !important; }\n}\n\n\/* Animations for cards *\/\n@keyframes riseUp {\n from { opacity:0; transform:translateY(20px); }\n to { opacity:1; transform:translateY(0); }\n}\n.narrative { animation: riseUp .5s ease .1s both; }\n.profiles { animation: riseUp .5s ease .2s both; }\n.scenario-card { animation: riseUp .5s ease .15s both; }\n.task-card { animation: riseUp .4s ease both; }\n.task-card:nth-child(1) { animation-delay:.05s; }\n.task-card:nth-child(2) { animation-delay:.12s; }\n.task-card:nth-child(3) { animation-delay:.19s; }\n.task-card:nth-child(4) { animation-delay:.26s; }\n.task-card:nth-child(5) { animation-delay:.33s; }\n<\/style>\n<\/head>\n<body>\n\n\n<nav class=\"tab-nav\">\n <div class=\"tab-nav-logo\">Writing Up the Literature Review<\/div>\n <button class=\"tab-btn active\" onclick=\"switchTab('cs', this)\">\ud83d\udcd6 Case Study<\/button>\n <button class=\"tab-btn\" onclick=\"switchTab('ps', this)\">\ud83d\udd2c Problem-Solving<\/button>\n<\/nav>\n\n\n<div id=\"panel-cs\" class=\"panel active\">\n<div class=\"page\">\n\n <div class=\"kicker\">Pre-Lesson Activity<\/div>\n <h1 class=\"page-title\">Case Study:<br><em>“Where Do I Even Begin?”<\/em><\/h1>\n <p class=\"subtitle\">\n Read the following scenario carefully before your lesson begins.\n Discuss the questions with your group \u2014 there are no wrong answers yet.\n The goal is to activate your thinking about what a literature review really demands.\n <\/p>\n\n \n <div class=\"cs-hero\">\n <div class=\"cs-hero-tag\">Fictional Scenario \u00b7 For Discussion Only<\/div>\n <h2>Three Students, <span>One Assignment<\/span>, Three Very Different Approaches<\/h2>\n <div class=\"cs-hero-meta\">\n <span>MA TEFL Programme \u00b7 Year 1<\/span>\n <span>Assignment: Literature Review Draft<\/span>\n <span>Duration: 3 weeks<\/span>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">Meet the Students<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"profiles\">\n <div class=\"profile-card\">\n <div class=\"profile-name\">Minh<\/div>\n <div class=\"profile-role\">The Enthusiast<\/div>\n <div class=\"profile-desc\">Works quickly and confidently. Has strong opinions about his topic but tends to skip steps. Reads only what he can find easily online.<\/div>\n <\/div>\n <div class=\"profile-card\">\n <div class=\"profile-name\">Linh<\/div>\n <div class=\"profile-role\">The Perfectionist<\/div>\n <div class=\"profile-desc\">Reads extensively and takes detailed notes. But struggles to move from reading to writing \u2014 she is never sure she has read “enough.”<\/div>\n <\/div>\n <div class=\"profile-card\">\n <div class=\"profile-name\">B\u1ea3o<\/div>\n <div class=\"profile-role\">The Pragmatist<\/div>\n <div class=\"profile-desc\">Meets all deadlines. Writes efficiently but tends to produce a list of summaries rather than a coherent, critical synthesis of the literature.<\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Scenario<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"narrative\">\n <p class=\"body-text\">\n Dr. Phuong has assigned all three students the same task: write a <strong>2,500-word review of related literature<\/strong>\n on collaborative writing in EFL classrooms for their research methods course. They have three weeks.\n <\/p>\n <p class=\"body-text\">\n <strong>Minh<\/strong> starts writing on Day 2. He finds three articles through a Google search,\n reads their abstracts, and begins writing immediately. His draft opens with:\n <em>“Many researchers have studied collaborative writing. This shows it is important for language learning.”<\/em>\n He includes no in-text citations in his first three paragraphs, and his reference list consists of\n two Wikipedia articles and one blog post. He is confident the draft is “basically done.”\n <\/p>\n <p class=\"body-text\">\n <strong>Linh<\/strong> spends the first two weeks reading. She has collected 34 articles from SAGE Journals,\n Taylor & Francis, and Google Scholar. Her notes are meticulous. By Day 14, however,\n she has written only half a page. She tells her classmates: <em>“I still haven’t found the gap yet.\n I’m not sure I’ve read enough. Maybe I need 20 more articles.”<\/em>\n Her advisor reminds her that her draft is due in four days.\n <\/p>\n <p class=\"body-text\">\n <strong>B\u1ea3o<\/strong> submits on time. His literature review has 18 references, all from peer-reviewed journals.\n However, each paragraph begins with <em>“Author X (Year) found that\u2026”<\/em> and ends there.\n There is no discussion of how the studies relate to each other, no identification of contradictions,\n and no clear statement of a research gap. His conclusion reads:\n <em>“As shown above, many studies have investigated collaborative writing. Therefore, more research is needed.”<\/em>\n <\/p>\n <\/div>\n\n \n <div class=\"callout amber\">\n <div class=\"callout-icon\">\u26a1<\/div>\n <div class=\"callout-body\">\n <strong>Minh’s Problem<\/strong>\n <p>He is writing without reading, using non-academic sources, and producing claims with no evidence. He confuses speed with readiness.<\/p>\n <\/div>\n <\/div>\n <div class=\"callout teal\">\n <div class=\"callout-icon\">\ud83d\udd0d<\/div>\n <div class=\"callout-body\">\n <strong>Linh’s Problem<\/strong>\n <p>She is reading without writing, which creates a paralysis loop. Reading and drafting must happen iteratively, not sequentially.<\/p>\n <\/div>\n <\/div>\n <div class=\"callout rust\">\n <div class=\"callout-icon\">\ud83d\udccb<\/div>\n <div class=\"callout-body\">\n <strong>B\u1ea3o’s Problem<\/strong>\n <p>He is producing an annotated bibliography, not a literature review. He describes studies without synthesizing, analyzing, or identifying gaps.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"callout moss\">\n <div class=\"callout-icon\">\ud83d\udccc<\/div>\n <div class=\"callout-body\">\n <strong>Before the Lesson \u2014 Keep This in Mind<\/strong>\n <p>None of these students is “bad” at research \u2014 they simply have misconceptions about what a literature review is and how it works.\n By the end of today’s lesson, you should be able to explain exactly what each student did wrong and how to do it correctly.<\/p>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">Pre-Lesson Discussion Questions<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n <p class=\"body-text\" style=\"margin-bottom:20px;\">\n Discuss in groups of 3\u20134. Click each question to open a note-taking space.\n You do <em>not<\/em> need to have the “right” answer \u2014 share your current thinking.\n <\/p>\n\n <div class=\"discussion-grid\">\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 01<\/div>\n <div class=\"dq-q\">Which student do you think is closest to submitting a good literature review \u2014 and why?<\/div>\n <div class=\"dq-hint\">Think about source quality, process, and output, not just who worked hardest.<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 02<\/div>\n <div class=\"dq-q\">What do you think is missing in B\u1ea3o’s draft \u2014 even though it is submitted on time and uses 18 peer-reviewed sources?<\/div>\n <div class=\"dq-hint\">What is the difference between listing sources and reviewing literature?<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 03<\/div>\n <div class=\"dq-q\">Minh’s conclusion says “many researchers have studied this topic \u2014 it is therefore important.” Is this a valid justification for a new study?<\/div>\n <div class=\"dq-hint\">What should a literature review conclusion demonstrate instead?<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 04<\/div>\n <div class=\"dq-q\">From your own experience, which student’s problem do you identify with most \u2014 and what has been your biggest challenge when reviewing literature?<\/div>\n <div class=\"dq-hint\">Be honest \u2014 self-reflection here will help you get more from the lesson.<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <\/div>\n\n <div class=\"callout amber\" style=\"margin-top:28px;\">\n <div class=\"callout-icon\">\ud83c\udfaf<\/div>\n <div class=\"callout-body\">\n <strong>After the Lesson \u2014 Return Here<\/strong>\n <p>Once you have completed the lesson, revisit these questions. Can you now give precise, evidence-based answers to each one, using the concepts and citations from the lesson?<\/p>\n <\/div>\n <\/div>\n\n <div class=\"footer-strip\">\n <p>Pre-Lesson Case Study \u00b7 <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Writing Up the Review of Related Literature<\/p>\n <\/div>\n\n<\/div>\n<\/div>\n\n\n\n<div id=\"panel-ps\" class=\"panel\">\n<div class=\"page\">\n\n <div class=\"kicker\">End-of-Lesson Activity<\/div>\n <h1 class=\"page-title\">Problem-Solving:<br><em>From Raw Literature to a Research Plan<\/em><\/h1>\n <p class=\"subtitle\">\n Apply everything from today’s lesson to a real research scenario.\n Work in groups of 4. Use the five tasks below to build a complete, \n critically grounded literature review plan \u2014 step by step.\n <\/p>\n\n \n <div class=\"ps-hero\">\n <div class=\"ps-hero-tag\">Collaborative Group Activity \u00b7 Post-Lesson<\/div>\n <h2>The Challenge: <em>Turn Raw Reading into a Research Plan<\/em><\/h2>\n <div class=\"ps-hero-meta\">\n <span>Groups of 4<\/span>\n <span>5 Tasks \u00b7 ~50 minutes total<\/span>\n <span>All lesson concepts required<\/span>\n <\/div>\n <\/div>\n\n \n <div class=\"timer-strip\">\n <div class=\"timer-display\" id=\"timerDisplay\">50:00<\/div>\n <div class=\"timer-label\">\n <strong>Group Timer<\/strong>\n Total activity time \u2014 manage across 5 tasks\n <\/div>\n <button class=\"timer-btn btn-start\" onclick=\"startTimer()\">\u25b6 Start<\/button>\n <button class=\"timer-btn btn-pause\" onclick=\"pauseTimer()\">\u23f8 Pause<\/button>\n <button class=\"timer-btn btn-reset-t\" onclick=\"resetTimer()\">\u21ba Reset<\/button>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Scenario<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"scenario-card\">\n <div class=\"scenario-header\">\n <span>Research Context<\/span>\n <h3>Mobile-Assisted Language Learning (MALL) for EFL Vocabulary in Vietnamese High Schools<\/h3>\n <\/div>\n <div class=\"scenario-body\">\n <p class=\"body-text\">\n Your research team has been asked to design a new study on the use of <strong>mobile-assisted language learning (MALL)<\/strong>\n to improve <strong>EFL vocabulary retention<\/strong> among Grade-11 students in Vietnamese public high schools.\n Before designing the study, you must write the literature review section.\n <\/p>\n <p class=\"body-text\">\n Below is a summary of <strong>six studies<\/strong> your team has already read and noted.\n Use these as the basis for all five tasks.\n <\/p>\n\n <table class=\"data-table\">\n <thead>\n <tr>\n <th>#<\/th>\n <th>Author(s) & Year<\/th>\n <th>Key Finding<\/th>\n <th>Context<\/th>\n <th>Limitation<\/th>\n <\/tr>\n <\/thead>\n <tbody>\n <tr>\n <td>S1<\/td>\n <td><strong>Sung et al. (2015)<\/strong><\/td>\n <td>MALL significantly improved vocabulary scores vs. traditional methods<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Taiwan<\/span>\n <\/td>\n <td>Short duration (4 weeks); no follow-up retention test<\/td>\n <\/tr>\n <tr>\n <td>S2<\/td>\n <td><strong>Hoi & Ngan (2019)<\/strong><\/td>\n <td>Students had positive attitudes toward mobile apps in EFL; engagement increased<\/td>\n <td>\n <span class=\"tag-pill tag-teal\">High School<\/span>\n <span class=\"tag-pill tag-moss\">Vietnam<\/span>\n <\/td>\n <td>Only measured attitudes \u2014 no vocabulary performance data<\/td>\n <\/tr>\n <tr>\n <td>S3<\/td>\n <td><strong>Godwin-Jones (2017)<\/strong><\/td>\n <td>Reviewed MALL trends; noted shift toward social and gamified mobile tools<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">Review Article<\/span>\n <span class=\"tag-pill tag-navy\">Global<\/span>\n <\/td>\n <td>No empirical data; descriptive synthesis only<\/td>\n <\/tr>\n <tr>\n <td>S4<\/td>\n <td><strong>Mohsen & Balakumar (2011)<\/strong><\/td>\n <td>Spaced repetition via mobile flashcard apps improved long-term retention<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Saudi Arabia<\/span>\n <\/td>\n <td>Adult learners only; no adolescent data<\/td>\n <\/tr>\n <tr>\n <td>S5<\/td>\n <td><strong>Dang (2021)<\/strong><\/td>\n <td>Vietnamese high school EFL teachers reported low digital tool integration due to infrastructure<\/td>\n <td>\n <span class=\"tag-pill tag-teal\">High School<\/span>\n <span class=\"tag-pill tag-moss\">Vietnam<\/span>\n <\/td>\n <td>Teacher perspective only; no student learning outcomes measured<\/td>\n <\/tr>\n <tr>\n <td>S6<\/td>\n <td><strong>Stockwell (2010)<\/strong><\/td>\n <td>Mobile vocabulary tasks had variable results depending on device familiarity and task design<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Japan<\/span>\n <\/td>\n <td>Pre-smartphone era; app ecosystems now fundamentally different<\/td>\n <\/tr>\n <\/tbody>\n <\/table>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Five Tasks<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"task-stack\">\n\n \n <div class=\"task-card\" id=\"task1\">\n <div class=\"task-header\" onclick=\"toggleTask('task1')\">\n <div class=\"task-num\">1<div class=\"task-num-sub\">~8 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 2\u20133 \u00b7 Understand & Apply<\/div>\n <div class=\"task-title\">Classify and Organize \u2014 Build Your Thematic Map<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Before writing, you must <strong>organize your six studies thematically<\/strong> \u2014 not chronologically or alphabetically.\n Look at the studies and decide which thematic categories make the most sense for a literature review\n on MALL and EFL vocabulary in Vietnamese high schools.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Review all six studies (S1\u2013S6) and discuss as a group: what are the <strong>2\u20133 main themes<\/strong> connecting these studies?<\/span><\/li>\n <li><span>Assign each study (S1\u2013S6) to one of your themes. Some studies may appear in more than one theme.<\/span><\/li>\n <li><span>Give each theme a short, descriptive academic label (e.g., “Effectiveness of MALL on Vocabulary Outcomes”).<\/span><\/li>\n <li><span>Note: which studies <em>don’t<\/em> fit neatly into any theme? What does that tell you?<\/span><\/li>\n <\/ul>\n\n <div class=\"callout amber\" style=\"margin:14px 0 10px;\">\n <div class=\"callout-icon\">\ud83d\udca1<\/div>\n <div class=\"callout-body\">\n <strong>Reminder from Lesson<\/strong>\n <p>Mackey & Gass (2005) advise structuring the review around relevant <em>issues of study<\/em>, not individual authors. Your themes should map onto your research variables: MALL tools, vocabulary retention, Vietnamese EFL context.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Thematic Map (Group Notes)<\/label>\n <textarea placeholder=\"Theme 1: _______________\nStudies: S___, S___\nJustification: \u2026\n\nTheme 2: _______________\nStudies: S___, S___\nJustification: \u2026\n\nTheme 3 (optional): _______________\nStudies: S___\nJustification: \u2026\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task2\">\n <div class=\"task-header\" onclick=\"toggleTask('task2')\">\n <div class=\"task-num\">2<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 4 \u00b7 Analyze<\/div>\n <div class=\"task-title\">Write Critically \u2014 Draft One Thematic Paragraph<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Now practice <strong>critical synthesis<\/strong> \u2014 not description. \n Choose <strong>one<\/strong> of the themes from Task 1 and write a \n <strong>short academic paragraph (150\u2013200 words)<\/strong> that critically engages with the studies in that theme.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Open with a <strong>thematic claim<\/strong> \u2014 a sentence that captures the collective evidence, not just “researchers have studied X.”<\/span><\/li>\n <li><span>Integrate at least <strong>two studies<\/strong> using paraphrase + in-text citation.<\/span><\/li>\n <li><span>Compare, contrast, or identify a <strong>tension or limitation<\/strong> across the studies in this theme.<\/span><\/li>\n <li><span>End with a sentence that points toward a gap or need, connecting to your research topic.<\/span><\/li>\n <\/ul>\n\n <div class=\"callout teal\" style=\"margin:14px 0 10px;\">\n <div class=\"callout-icon\">\u270d\ufe0f<\/div>\n <div class=\"callout-body\">\n <strong>Sentence Starters to Avoid<\/strong>\n <p><em>“Sung et al. (2015) found that\u2026”<\/em> followed by nothing else is descriptive, not critical. Instead try: <em>“A convergent finding across studies is that\u2026 (Sung et al., 2015; Mohsen & Balakumar, 2011), although\u2026”<\/em><\/p>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Critical Paragraph (Theme: ________________________)<\/label>\n <textarea placeholder=\"Write your 150\u2013200 word critical paragraph here. Remember: thematic claim \u2192 evidence from \u22652 studies \u2192 limitation or tension \u2192 gap sentence.\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task3\">\n <div class=\"task-header\" onclick=\"toggleTask('task3')\">\n <div class=\"task-num\">3<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 4\u20135 \u00b7 Analyze & Evaluate<\/div>\n <div class=\"task-title\">Identify and Justify Your Research Gap<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Using all six studies, <strong>identify the most significant and well-justified research gap<\/strong> \n for a new study on MALL and EFL vocabulary retention in Vietnamese Grade-11 students.\n Your gap must be specific, evidence-based, and directly linked to limitations in the existing studies.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Identify which <strong>type of gap<\/strong> is most relevant: empirical, methodological, contextual, temporal, or theoretical.<\/span><\/li>\n <li><span>Cite <strong>specific studies<\/strong> (S1\u2013S6) as evidence that the gap exists \u2014 don’t assert it without support.<\/span><\/li>\n <li><span>Explain <em>why<\/em> the gap matters: what would we know better if it were filled?<\/span><\/li>\n <li><span>Write your gap statement in <strong>2\u20133 sentences<\/strong> using the structure: <em>What exists \u2192 what is missing \u2192 why it matters<\/em>.<\/span><\/li>\n <\/ul>\n\n <div class=\"template-box\">\n <span class=\"t-label\">Gap Statement Template<\/span>\n While studies such as <span class=\"t-field\">Study A<\/span> and <span class=\"t-field\">Study B<\/span> have demonstrated\n <span class=\"t-field\">what has been found<\/span>, these findings are predominantly drawn from\n <span class=\"t-field\">context\/population<\/span> and have not addressed\n <span class=\"t-field\">the missing element<\/span>. As a result, there is a\n <span class=\"t-field\">type of gap<\/span> gap regarding\n <span class=\"t-field\">your specific context and variable<\/span>,\n which this study seeks to address.\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Gap Statement<\/label>\n <textarea placeholder=\"Type your 2\u20133 sentence research gap statement here, citing specific studies (e.g., S1, S4) as evidence.\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task4\">\n <div class=\"task-header\" onclick=\"toggleTask('task4')\">\n <div class=\"task-num\">4<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 6 \u00b7 Create<\/div>\n <div class=\"task-title\">Formulate Research Questions and Define Variables<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Now turn your gap into a <strong>full research plan<\/strong>: research questions \n with clearly defined independent and dependent variables, \n grounded in the gap you identified in Task 3.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Write <strong>2\u20133 research questions<\/strong> that directly emerge from the gap. Each must be answerable, focused, and specific to your study context.<\/span><\/li>\n <li><span>For each question, identify the <strong>independent variable<\/strong> (what you manipulate or compare) and the <strong>dependent variable<\/strong> (what you measure).<\/span><\/li>\n <li><span>Ensure at least one question addresses <strong>learning outcomes<\/strong> (vocabulary retention) and one addresses <strong>student attitudes or perceptions<\/strong>.<\/span><\/li>\n <li><span>Check: do your questions arise naturally from the gap, or do they feel like they were written first and the gap invented to fit them?<\/span><\/li>\n <\/ul>\n\n <div class=\"template-box\">\n <span class=\"t-label\">Research Question Template<\/span>\n <strong>RQ1:<\/strong> Does <span class=\"t-field\">independent variable<\/span> significantly\n affect <span class=\"t-field\">dependent variable<\/span> among\n <span class=\"t-field\">participants<\/span> in <span class=\"t-field\">context<\/span>?<br><br>\n <strong>RQ2:<\/strong> Which <span class=\"t-field\">components<\/span> of\n <span class=\"t-field\">dependent variable<\/span> are most significantly\n affected by <span class=\"t-field\">independent variable<\/span>?<br><br>\n <strong>RQ3:<\/strong> What are <span class=\"t-field\">participants<\/span>‘\n perceptions of <span class=\"t-field\">intervention<\/span>?\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Research Questions and Variables<\/label>\n <textarea placeholder=\"Topic: ___________________________________________\nIndependent Variable: ____________________________\nDependent Variable(s): ___________________________\n\nRQ1: \nRQ2: \nRQ3: \"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task5\">\n <div class=\"task-header\" onclick=\"toggleTask('task5')\">\n <div class=\"task-num\">5<div class=\"task-num-sub\">~12 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 5\u20136 \u00b7 Evaluate & Create<\/div>\n <div class=\"task-title\">Peer Review \u2014 Evaluate Another Group’s Work<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Exchange your Tasks 2\u20134 output with another group. \n Read their critical paragraph (Task 2), gap statement (Task 3), and research questions (Task 4).\n Use the criteria below to provide constructive written feedback.\n <\/p>\n\n <ul class=\"step-list\">\n <li><span>Read the other group’s paragraph, gap statement, and research questions carefully \u2014 do not skim.<\/span><\/li>\n <li><span>Use the <strong>evaluation checklist<\/strong> below to rate their work.<\/span><\/li>\n <li><span>Write <strong>2\u20133 specific, constructive comments<\/strong>: at least one strength and at least one area for improvement with a clear suggestion.<\/span><\/li>\n <li><span>Present your peer feedback to the class in 2 minutes.<\/span><\/li>\n <\/ul>\n\n <p class=\"body-text\" style=\"margin-top:16px;font-weight:600;color:var(--ink);\">Evaluation Checklist<\/p>\n <ul class=\"checklist\">\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph is <strong>thematically organized<\/strong> \u2014 it does not proceed study-by-study.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph <strong>synthesizes<\/strong> at least two studies \u2014 comparing, contrasting, or connecting them.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph <strong>evaluates limitations<\/strong> \u2014 it does not just report findings uncritically.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>gap statement<\/strong> is specific, cites evidence from the studies, and explains why the gap matters.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>research questions<\/strong> emerge logically from the gap \u2014 they are not generic.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>variables<\/strong> are clearly named and appropriately defined.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>All claims are supported with <strong>in-text citations<\/strong> in an appropriate format.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The work demonstrates clear understanding of the difference between <strong>descriptive and critical writing<\/strong>.<\/span>\n <\/label>\n <\/li>\n <\/ul>\n\n \n <p class=\"body-text\" style=\"margin-top:20px;font-weight:600;color:var(--ink);\">Quick Ratings (Peer Group: ____________)<\/p>\n <div class=\"peer-grid\">\n <div class=\"peer-cell\">\n <label>Critical Depth<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-cd')\">\n <div class=\"range-labels\"><span>1 \u2013 Descriptive<\/span><span>5 \u2013 Highly critical<\/span><\/div>\n <div class=\"score-display\" id=\"score-cd\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>Gap Clarity<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-gc')\">\n <div class=\"range-labels\"><span>1 \u2013 Vague<\/span><span>5 \u2013 Precise<\/span><\/div>\n <div class=\"score-display\" id=\"score-gc\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>RQ Quality<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-rq')\">\n <div class=\"range-labels\"><span>1 \u2013 Generic<\/span><span>5 \u2013 Well-grounded<\/span><\/div>\n <div class=\"score-display\" id=\"score-rq\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>Source Use<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-su')\">\n <div class=\"range-labels\"><span>1 \u2013 Missing\/wrong<\/span><span>5 \u2013 Correct & integrated<\/span><\/div>\n <div class=\"score-display\" id=\"score-su\">3 \/ 5<\/div>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Written Peer Feedback (Strength + Improvement Suggestion)<\/label>\n <textarea placeholder=\"Strength: ___________________________________________\n\nImprovement suggestion: ______________________________\n\nAdditional comments: _________________________________\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n <\/div>\n\n \n <div class=\"callout moss\">\n <div class=\"callout-icon\">\ud83c\udf93<\/div>\n <div class=\"callout-body\">\n <strong>Class Debrief \u2014 Final 10 Minutes<\/strong>\n <p>Each group presents their gap statement and research questions (2 min each).\n The class votes on which gap is most specific and best-justified.\n The instructor provides formative feedback on the critical paragraphs.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"footer-strip\">\n <p>End-of-Lesson Problem-Solving \u00b7 <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Writing Up the Review of Related Literature<\/p>\n <p style=\"margin-top:4px;font-size:11px;\">References used in scenario: Godwin-Jones (2017) \u00b7 Hoi & Ngan (2019) \u00b7 Mohsen & Balakumar (2011) \u00b7 Stockwell (2010) \u00b7 Sung et al. (2015) \u00b7 Dang (2021)<\/p>\n <\/div>\n\n<\/div>\n<\/div>\n\n<script>\n\/* \u2500\u2500 TAB SWITCHING \u2500\u2500 *\/\nfunction switchTab(id, btn) {\n document.querySelectorAll('.panel').forEach(p => p.classList.remove('active'));\n document.querySelectorAll('.tab-btn').forEach(b => b.classList.remove('active'));\n document.getElementById('panel-' + id).classList.add('active');\n btn.classList.add('active');\n window.scrollTo({ top: 0, behavior: 'smooth' });\n}\n\n\/* \u2500\u2500 DQ TOGGLE (Case Study) \u2500\u2500 *\/\nfunction toggleDQ(card) {\n const wasOpen = card.classList.contains('open');\n \/\/ close all\n document.querySelectorAll('.dq-card').forEach(c => c.classList.remove('open'));\n if (!wasOpen) card.classList.add('open');\n}\n\n\/* \u2500\u2500 TASK TOGGLE (Problem-Solving) \u2500\u2500 *\/\nfunction toggleTask(id) {\n const card = document.getElementById(id);\n const wasOpen = card.classList.contains('open');\n document.querySelectorAll('.task-card').forEach(c => c.classList.remove('open'));\n if (!wasOpen) card.classList.add('open');\n}\n\n\/* \u2500\u2500 TIMER \u2500\u2500 *\/\nlet timerInterval = null;\nlet totalSeconds = 50 * 60;\nlet running = false;\n\nfunction formatTime(s) {\n const m = Math.floor(s \/ 60);\n const sec = s % 60;\n return String(m).padStart(2,'0') + ':' + String(sec).padStart(2,'0');\n}\nfunction startTimer() {\n if (running) return;\n running = true;\n timerInterval = setInterval(() => {\n if (totalSeconds <= 0) { clearInterval(timerInterval); running = false; document.getElementById('timerDisplay').textContent = '00:00'; return; }\n totalSeconds--;\n document.getElementById('timerDisplay').textContent = formatTime(totalSeconds);\n if (totalSeconds <= 300) document.getElementById('timerDisplay').style.color = '#E74C3C';\n else document.getElementById('timerDisplay').style.color = '';\n }, 1000);\n}\nfunction pauseTimer() { clearInterval(timerInterval); running = false; }\nfunction resetTimer() { clearInterval(timerInterval); running = false; totalSeconds = 50 * 60; document.getElementById('timerDisplay').textContent = '50:00'; document.getElementById('timerDisplay').style.color = ''; }\n\n\/* \u2500\u2500 PEER RATING SLIDERS \u2500\u2500 *\/\nfunction updateScore(slider, id) {\n document.getElementById(id).textContent = slider.value + ' \/ 5';\n}\n\n\/* \u2500\u2500 CHECKLIST \u2500\u2500 *\/\ndocument.querySelectorAll('.checklist label').forEach(label => {\n label.addEventListener('click', e => {\n e.stopPropagation();\n const cb = label.querySelector('input[type=\"checkbox\"]');\n cb.checked = !cb.checked;\n });\n});\n\n\/* Auto-open first task on load *\/\nwindow.addEventListener('load', () => {\n const first = document.getElementById('task1');\n if (first) first.classList.add('open');\n});\n<\/script>\n<\/body>\n<\/html>\n\n\n\n<h1>1. Introduction<\/h1>\n<p>A review of related literature is one of the most essential sections of any academic research paper, thesis, or dissertation. Rather than being a mere formality or a summary of what others have written, the literature review serves as a dynamic intellectual exercise that frames, justifies, and anchors the study being conducted. <strong>Snyder (2019) <\/strong>defines a literature review as a scholarly synthesis of prior research that enables researchers to keep up with state-of-the-art knowledge, identify research gaps, and position their own work within a broader academic conversation. As such, the literature review helps both the researcher and the reader understand why the study is needed, what has already been done, and what remains unexplored.<\/p>\n<p>In the context of graduate research in applied linguistics and language teaching, writing an effective literature review requires careful reading, critical thinking, and systematic organization. This lesson provides a comprehensive guide to understanding the two major components of a literature review\u2014the <strong>review of theoretical literature<\/strong> and the <strong>review of previous empirical research studies<\/strong>\u2014as well as strategies for identifying research gaps, selecting appropriate sources, and avoiding plagiarism through proper citation practices.<\/p>\n<\/p>\n<h1>2. Overview: What Is a Review of Related Literature?<\/h1>\n<p>When writing a research paper, researchers are expected to review nearly every key concept and issue relevant to their topic. This involves examining the extent to which previous researchers or scholars have addressed similar questions, and understanding the various perspectives that exist in the field. A literature review, therefore, is not simply a list of studies\u2014it is a <strong>critical, organized discussion<\/strong> that demonstrates the researcher’s familiarity with the relevant body of knowledge.<\/p>\n<p>A literature review typically comprises two related but distinct sections:<\/p>\n<ol>\n<li>Review of Theoretical Literature<\/li>\n<li>Review of Previous Research Studies (Empirical Literature)<\/li>\n<\/ol>\n<p>Together, these two sections provide readers with a comprehensive background of both the conceptual foundations and the empirical evidence relevant to the research topic. <strong>Torraco (2005) <\/strong>argues that a well-constructed integrative literature review goes beyond summarizing what has been done\u2014it synthesizes diverse sources to generate new understanding and identify areas where knowledge is incomplete or conflicting.<\/p>\n<\/p>\n<h1>3. Review of Theoretical Literature<\/h1>\n<h2>3.1 Definition and Purpose<\/h2>\n<p>A theory is a coherent set of concepts, assumptions, and generalizations that offers explanatory or predictive power about a given phenomenon <em>(Mackey & Gass, 2005)<\/em>. The review of theoretical literature introduces readers to the major theories, models, and conceptual frameworks that undergird the research problem. It is particularly important in research papers, theses, and dissertations because it helps readers understand <strong>why<\/strong> certain variables or phenomena are being investigated.<\/p>\n<p>In most journal articles, the review of theoretical literature is typically embedded within or forms the basis of the <strong>Introduction section<\/strong>. It draws primarily on books, textbooks, course materials, and foundational scholarly works to provide a general background for the investigated issues. The theoretical review is broader in scope than the empirical review and serves to orient the reader to the key concepts before the specific empirical evidence is discussed.<\/p>\n<h2>3.2 What Theories Should You Review?<\/h2>\n<p>The selection of theories for review should be directly relevant to the research problem. Theories serve as a <strong>lens<\/strong> through which empirical evidence is interpreted. They provide a basis for hypotheses and research questions. A critical principle to keep in mind is that the theories you review must relate to your research problem and form a conceptual bridge to the empirical review that follows <em>(Mackey & Gass, 2005)<\/em>.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Applying Theory to a Research Topic<\/strong><\/p>\n<p>Suppose a researcher is studying the effectiveness of collaborative writing tasks in improving EFL students’ L2 writing proficiency. The relevant theoretical framework might include:<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 Vygotsky’s <em>Sociocultural Theory<\/em> \u2014 which posits that learning is fundamentally a social process mediated by interaction with more capable peers (scaffolding and the Zone of Proximal Development).<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 The <em>Interaction Hypothesis<\/em> \u2014 which emphasizes the role of negotiation of meaning in second language acquisition.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 The <em>Output Hypothesis<\/em> \u2014 which highlights the importance of producing language (speaking or writing) as a vehicle for noticing gaps in one’s L2 knowledge.<\/p>\n<p>By reviewing these theories, the researcher situates their study within a recognized theoretical tradition and justifies why collaborative writing is a meaningful instructional approach to study.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>3.3 How to Write the Theoretical Review<\/h2>\n<p>When writing the theoretical section, keep the following principles in mind:<\/p>\n<ol start=\"3\">\n<li>Introduce each theory or concept clearly \u2014 explain what it is, who proposed it, and how it applies to your study.<\/li>\n<li>Do not merely list theories \u2014 show how each theory connects to your specific research problem.<\/li>\n<li>Move from broad to specific \u2014 start with general theoretical perspectives and narrow down to those most directly relevant to your study.<\/li>\n<li>Maintain a critical stance \u2014 briefly evaluate the applicability of each theory to your context rather than accepting it uncritically.<\/li>\n<\/ol>\n<h1>4. Review of Previous Research Studies (Empirical Literature)<\/h1>\n<h2>4.1 Definition and Purpose<\/h2>\n<p>While the theoretical review provides the conceptual foundation, the <strong>empirical literature review<\/strong> examines what researchers have actually done in studies relevant to your topic. According to <em>Snyder (2019)<\/em>, a well-conducted review of empirical literature synthesizes research findings across multiple studies to help researchers identify patterns, contradictions, and gaps in the existing body of knowledge.<\/p>\n<p>A literature review is a section in a research report that critically surveys the major research studies about a selected topic in order to give readers a broad picture of what has been done by previous researchers. Crucially, it also links your own research with prior work\u2014establishing continuity between what is already known and what you intend to contribute.<\/p>\n<p>In journal articles, the empirical review tends to be particularly focused because it demonstrates awareness of the most recent trends and findings in the field being investigated <em>(Mackey & Gass, 2005)<\/em>. It draws primarily from <strong>peer-reviewed journal articles<\/strong>, conference papers, and other scholarly publications that report original research.<\/p>\n<h2>4.2 How to Write the Empirical Literature Review<\/h2>\n<p><strong>Mackey and Gass (2005) <\/strong>advise researchers to keep several key principles in mind when writing their empirical literature review:<\/p>\n<ol start=\"7\">\n<li><strong>Structure your review around relevant issues, not individual studies.<\/strong> The literature review should be organized thematically according to the key variables, research questions, or sub-topics of your study\u2014not chronologically or alphabetically by author. This thematic organization allows the reader to see the cumulative development of knowledge in each area.<\/li>\n<li><strong>Write critically, not merely descriptively.<\/strong> Listing a series of previous studies without analysis or argument is a common error among novice researchers. Effective empirical reviews require critical engagement: you must evaluate the relevance and quality of studies, identify their methodological strengths and weaknesses, and synthesize their findings in a way that informs your own research design.<\/li>\n<li><strong>Connect studies to your own research.<\/strong> As you review each study or cluster of studies, ask yourself: How does this relate to my research topic? What problems or limitations exist in the existing research? What questions remain unanswered? Addressing these questions allows you to justify your own study.<\/li>\n<li><strong>Draw a reasoned conclusion.<\/strong> Based on your critical analysis of the literature, the empirical review should culminate in a conclusion that identifies the specific gap(s) your study will address. This conclusion forms a logical bridge to your research questions or hypotheses.<\/li>\n<\/ol>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Critical vs. Descriptive Review<\/strong><\/p>\n<p><strong>Descriptive (Weak) Version:<\/strong><\/p>\n<p><em>“Shehadeh (2011) conducted a study on collaborative writing. The study lasted 16 weeks and involved 38 students.”<\/em><\/p>\n<p><strong>Critical (Strong) Version:<\/strong><\/p>\n<p>Shehadeh (2011) investigated the effectiveness of collaborative writing (CW) in an L2 context in the UAE over 16 weeks using a pre- and post-test design. The findings revealed that CW significantly improved content, organization, and vocabulary, but produced no significant differences in grammar or mechanics. This suggests that the benefits of collaborative writing may be more pronounced for higher-order writing skills than for surface-level accuracy\u2014a finding that has implications for how researchers design dependent variables in CW studies and raises questions about how longer-term intervention might affect grammatical development.<\/p>\n<p>Notice how the second version not only reports findings but interprets them, evaluates their significance, and opens a line of inquiry for further research.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>4.3 Critical Questions to Guide Your Reading<\/h2>\n<p>As you review the relevant literature, approach each study with the following critical questions:<\/p>\n<ul>\n<li>How does this study relate to my research topic and research questions?<\/li>\n<li>What were the study’s key findings, and how reliable and valid are they?<\/li>\n<li>What methodological limitations are present in the study (e.g., small sample size, lack of control group, short duration)?<\/li>\n<li>Are the findings consistent with other studies in the field, or do they contradict them?<\/li>\n<li>What aspects of the topic remain insufficiently studied or unexplored?<\/li>\n<li>How does this study inform my own research design, methodology, or interpretation of results?<\/li>\n<\/ul>\n<p>By systematically addressing these questions across multiple sources, you will develop a nuanced understanding of your research territory\u2014and begin to see where your own study fits.<\/p>\n<\/p>\n<h1>5. Identifying Research Gaps<\/h1>\n<h2>5.1 What Is a Research Gap?<\/h2>\n<p>A research gap is an area of a topic that has not been sufficiently investigated, is poorly understood, is understudied in a particular context or population, or produces contradictory findings across existing studies. Identifying a research gap is the essential justification for conducting a new study.<\/p>\n<p>It must be emphasized that <strong>research gaps cannot be found without extensive reading<\/strong>. Students who attempt to identify gaps before thoroughly engaging with the literature will struggle because they lack the contextual knowledge needed to recognize what is missing. The more you read and critically summarize empirical studies in a given area, the more clearly the landscape of existing knowledge\u2014and its lacunae\u2014comes into view.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Types of Research Gaps<\/strong><\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Empirical gaps:<\/strong> Areas where no or very few studies exist (e.g., a phenomenon well-studied in Western contexts but not studied in Southeast Asian EFL environments).<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Methodological gaps:<\/strong> Areas where existing studies rely on a single method (e.g., only quantitative), and a mixed-methods or qualitative approach could yield richer insights.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Contextual gaps:<\/strong> Studies conducted in specific populations or settings that have not been replicated in different populations, age groups, or educational systems.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Theoretical gaps:<\/strong> Contradictions or conflicts between existing theories or between theoretical predictions and empirical evidence.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Temporal gaps:<\/strong> Outdated studies whose findings may no longer reflect current educational practices or technologies.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>5.2 How Research Gaps Lead to Research Questions<\/h2>\n<p>Once you have identified a plausible research gap through your reading, your research questions should logically follow from it. Research questions are, in essence, the researcher’s attempt to fill the gap: they articulate what is not yet known, and the study is designed to answer them.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: From Gap to Research Questions<\/strong><\/p>\n<p>A researcher reviewing the literature on collaborative writing in L2 contexts (e.g., Shehadeh, 2011) notices that most studies have been conducted with university students in the Middle East or East Asia. There is a gap regarding how collaborative writing affects writing quality among EFL students in Vietnamese higher education. This gap yields the following research questions:<\/p>\n<p>11.\u00a0 <strong>RQ1: <\/strong>Does collaborative writing significantly improve the overall writing quality of Vietnamese EFL university students compared to individual writing?<\/p>\n<p>12.\u00a0 <strong>RQ2: <\/strong>Which components of writing quality (content, organization, vocabulary, grammar, mechanics) are most significantly affected by collaborative writing tasks?<\/p>\n<p>13.\u00a0 <strong>RQ3: <\/strong>What are Vietnamese EFL students’ perceptions of the collaborative writing experience?<\/p>\n<p>Notice how each research question directly emerges from what was observed (or missing) in the reviewed literature.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>6. Finding Appropriate Sources for the Literature Review<\/h1>\n<p>To write an effective literature review, you must be able to locate, evaluate, and select appropriate sources. Sources for a literature review generally fall into two broad categories:<\/p>\n<h2>6.1 Primary vs. Secondary Sources<\/h2>\n<p><strong>Primary sources<\/strong> are original works authored by the researchers who conducted the study or developed the theory. Examples include original research articles published in peer-reviewed journals, original theoretical books, and dissertations. Primary sources are the gold standard for literature reviews.<\/p>\n<p><strong>Secondary sources<\/strong> are works in which an author has synthesized, summarized, or discussed primary sources written by others. Examples include review articles, textbooks, and edited volumes. Secondary sources can be useful for gaining a broad overview of a field, but researchers should always trace back to primary sources whenever possible to ensure accuracy.<\/p>\n<h2>6.2 Recommended Source Types<\/h2>\n<p>For your literature review, prioritize the following in descending order of academic credibility:<\/p>\n<ol start=\"14\">\n<li><strong>Peer-reviewed journal articles<\/strong> \u2014 These are the most important sources for the empirical review. Target reputable databases such as Google Scholar, SAGE Journals, Taylor & Francis Online, Springer Nature, and IGI Global.<\/li>\n<li><strong>Scholarly books and textbooks<\/strong> \u2014 Particularly useful for the theoretical review. Foundational books in applied linguistics and research methodology (e.g., Mackey & Gass, 2005) are essential references.<\/li>\n<li><strong>Conference proceedings<\/strong> \u2014 Can be useful but tend to be less thoroughly peer-reviewed than journal articles.<\/li>\n<li><strong>Theses and dissertations<\/strong> \u2014 Acceptable but should be used with care as they have not been subjected to the same level of peer review as published articles.<\/li>\n<\/ol>\n<p>When using any source in your literature review, ensure that it is <strong>current, relevant, and credible<\/strong>. As a general rule, aim to cite studies published within the last 10\u201315 years unless a foundational theory or classic study is being referenced.<\/p>\n<\/p>\n<h1>7. Avoiding Plagiarism: Citation, Paraphrasing, and Referencing<\/h1>\n<h2>7.1 Understanding Plagiarism<\/h2>\n<p>Plagiarism is the presentation of another person’s words, ideas, data, or intellectual work as if they were your own, without appropriate acknowledgment. <strong>Fazilatfar et al. (2018) <\/strong>found that in EFL academic writing contexts, students frequently rely on source texts through copying as a primary strategy, often because they are uncertain about how to cite correctly. Plagiarism in academic research is a serious ethical violation regardless of whether it is intentional or unintentional, and it undermines the integrity of scholarly communication.<\/p>\n<h2>7.2 Practical Strategies to Avoid Plagiarism<\/h2>\n<p>The following strategies will help you avoid plagiarism throughout the writing process:<\/p>\n<ol start=\"18\">\n<li><strong>Plan your writing early.<\/strong> Do not write your paper at the last minute. Rushed writing often leads to poor paraphrasing or unintentional copying from sources.<\/li>\n<li><strong>Take notes in your own words.<\/strong> When reading sources, resist the urge to copy passages verbatim into your notes. Instead, write brief summaries in your own words immediately after reading each source.<\/li>\n<li><strong>Keep a complete record of all sources.<\/strong> Track every source you read by recording the author, year, title, journal or publisher, volume, issue, pages, and DOI or URL. This ensures that all in-text citations have a corresponding reference entry.<\/li>\n<li><strong>Ensure consistency between in-text citations and the reference list.<\/strong> Every in-text citation must appear in the reference list, and every reference in the list must correspond to an in-text citation.<\/li>\n<\/ol>\n<h2>7.3 Using Citations, Quotations, and Paraphrasing<\/h2>\n<p>There are three principal ways of integrating sources into academic writing:<\/p>\n<p><strong>Direct Quotation: <\/strong>Using the exact words of an author, enclosed in quotation marks, followed by an in-text citation including the author, year, and page number. Quotations should be used sparingly\u2014only when the original wording is particularly precise, authoritative, or memorable.<\/p>\n<p><strong>Paraphrasing: <\/strong>Restating another author’s idea in your own words and sentence structure, followed by an in-text citation. This is the most common method of integrating sources in academic research writing. Good paraphrasing demonstrates your understanding of the source material.<\/p>\n<p><strong>Summarizing: <\/strong>Providing a condensed version of a source’s main argument or findings, again with an in-text citation. Summaries are useful when you wish to convey the overall thrust of a study without detailing every aspect.<\/p>\n<p>Providing citations and references serves two related purposes: it shows that you have engaged with the relevant scholarly authorities, which strengthens the credibility of your own argument; and it enables readers to locate the original sources if they wish to explore a topic in greater depth <em>(Fazilatfar et al., 2018)<\/em>.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Original Source vs. Paraphrase<\/strong><\/p>\n<p><strong>Original passage (Shehadeh, 2011, p. 286):<\/strong> “This study investigated the effectiveness and students’ perceptions of collaborative writing (CW) in second language (L2).”<\/p>\n<p><strong>Poor paraphrase (too close to original, plagiarism risk):<\/strong> “This study examined the efficiency and learners’ views of collaborative writing in the second language.”<\/p>\n<p><strong>Effective paraphrase:<\/strong> Shehadeh (2011) explored how working collaboratively on writing tasks influenced the quality of L2 learners’ written output and their attitudes toward the collaborative experience.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>8. Structuring the Literature Review: A Step-by-Step Guide<\/h1>\n<p>Writing the literature review is a multi-stage process. The following steps provide a practical framework:<\/p>\n<h2>Step 1: Conduct Broad and Systematic Reading<\/h2>\n<p>Before you can write anything, you need to read extensively. Broad reading serves multiple purposes: it familiarizes you with the field, helps you select an appropriate research topic, and equips you with the background knowledge needed to recognize research gaps. The more extensively you read, the more clearly the landscape of existing knowledge\u2014and its lacunae\u2014will come into view.<\/p>\n<h2>Step 2: Organize Your Sources Thematically<\/h2>\n<p>Once you have a sufficient set of sources, organize them into thematic categories aligned with your research questions or key variables. This thematic structure is the backbone of your literature review. <em>Snyder (2019)<\/em> underscores that structuring the literature review around central themes\u2014rather than individual studies\u2014enables a more coherent synthesis and makes the gaps in existing knowledge more visible.<\/p>\n<h2>Step 3: Write Each Section Critically<\/h2>\n<p>For each thematic category, write a critical discussion that integrates multiple sources rather than summarizing studies one by one. Highlight agreements, disagreements, and limitations across studies. Use your own analytical voice to interpret what the cumulative evidence means. <em>Torraco (2005)<\/em> notes that critique\u2014identifying the strengths, limitations, and gaps in existing literature\u2014is the product of careful critical analysis and is central to what makes a literature review a genuine scholarly contribution.<\/p>\n<h2>Step 4: Identify and Articulate Research Gaps<\/h2>\n<p>Based on your critical discussion, clearly articulate the gap(s) in the existing literature. Be explicit about what is missing, understudied, or contradictory. This provides the rationale\u2014the “because”\u2014for your study.<\/p>\n<h2>Step 5: Write a Logical Conclusion<\/h2>\n<p>Conclude the literature review by drawing together the main findings and limitations from across the reviewed studies. The conclusion should explicitly connect back to your research questions or hypotheses, demonstrating that your study emerges organically from what the literature has and has not established.<\/p>\n<\/p>\n<h1>9. Model Text: Analyzing a Literature Review Excerpt<\/h1>\n<p>The following is the abstract of a study published in the Journal of Second Language Writing. Read it carefully and answer the analysis questions below.<\/p>\n<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Model Text: Shehadeh (2011)<\/strong><\/p>\n<p>This study investigated the effectiveness and students’ perceptions of collaborative writing (CW) in second language (L2). The study involved 38 first-year students in two intact classes at a large university in the UAE (United Arab Emirates). One class consisted of 18 students in the experimental group (writing in pairs) and 20 students in the control group (writing individually). The study lasted 16 weeks and involved a pre- and post-test. Writing quality was determined by a holistic rating procedure that included content, organization, grammar, vocabulary, and mechanics. Results showed that CW had an overall significant effect on students’ L2 writing; however, this effect varied across writing skill areas. The effect was significant for content, organization, and vocabulary, but not for grammar or mechanics. In addition, most students in the CW condition found the experience enjoyable and felt that it contributed to their L2 learning. Results are discussed in light of the social constructivist perspective of learning, and theoretical and pedagogical implications are presented.<\/p>\n<p><em>Source: Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286\u2013305. https:\/\/doi.org\/10.1016\/j.jslw.2011.05.010<\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Discussion Questions<\/h2>\n<ol start=\"22\">\n<li>How many thematic categories does the researcher review in their literature review? What are the key variables investigated?<\/li>\n<li>What are the research gaps identifiable from the findings of this study? (Think: what did the study NOT find or address?)<\/li>\n<li>Are the research questions of the study clearly grounded in the identified gaps? Explain why or why not.<\/li>\n<li>Working in groups of four: Write a summary of this abstract in no more than 100 words in your own words, avoiding plagiarism.<\/li>\n<\/ol>\n<h1>10. Practice Activities<\/h1>\n<h2>Activity 1: Identifying Research Gaps (Problem-Solving 10)<\/h2>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Group Activity (Groups of 4)<\/strong><\/p>\n<p>26.\u00a0 Share with your group the research studies you have read for your own literature review. Discuss whether any of the studies have limitations\u2014methodological, contextual, or empirical.<\/p>\n<p>27.\u00a0 Identify at least two possible research gaps based on your readings.<\/p>\n<p>28.\u00a0 Discuss with your partner whether these are genuine research gaps (i.e., not already addressed by other studies you may have missed).<\/p>\n<p>29.\u00a0 Based on those research gaps, formulate two or three draft research questions for your study.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Activity 2: Developing Research Questions (Problem-Solving 11)<\/h2>\n<p>Working with your group, complete the following planning template for your own research study:<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Research Planning Template<\/strong><\/p>\n<p><strong>Topic: <\/strong>_______________________________________________<\/p>\n<p><strong>Independent Variable: <\/strong>_______________________________<\/p>\n<p><strong>Dependent Variable(s): <\/strong>______________________________<\/p>\n<p><strong>Identified Research Gap(s): <\/strong>___________________________<\/p>\n<p><strong>Research Question 1: <\/strong>________________________________<\/p>\n<p><strong>Research Question 2: <\/strong>________________________________<\/p>\n<p><strong>Research Question 3: <\/strong>________________________________<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>11. Key Terms and Definitions<\/h1>\n<p><strong>Literature Review: <\/strong>A critical, organized synthesis of existing research and theoretical work relevant to a specific research topic or problem.<\/p>\n<p><strong>Theoretical Literature Review: <\/strong>A review of the major theories, models, and conceptual frameworks that provide the intellectual foundation for the research problem.<\/p>\n<p><strong>Empirical Literature Review: <\/strong>A critical review of previous research studies (with actual data collection) that are relevant to the topic.<\/p>\n<p><strong>Research Gap: <\/strong>An area within a topic that has not been sufficiently studied, is poorly understood, or yields contradictory findings in the existing literature.<\/p>\n<p><strong>Plagiarism: <\/strong>The unacknowledged use of another person’s words, ideas, data, or intellectual work as if they were one’s own.<\/p>\n<p><strong>Paraphrase: <\/strong>Restating another author’s ideas in one’s own words and sentence structure, with a proper in-text citation.<\/p>\n<p><strong>In-Text Citation: <\/strong>A brief reference within the text of a paper indicating the source from which information was drawn (e.g., Mackey & Gass, 2005).<\/p>\n<p><strong>Primary Source: <\/strong>An original work created by the researcher who conducted the study or developed the theory.<\/p>\n<p><strong>Secondary Source: <\/strong>A work that synthesizes, summarizes, or discusses primary sources written by others.<\/p>\n<\/p>\n<h1>12. Homework Assignment<\/h1>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Homework Tasks<\/strong><\/p>\n<p>30.\u00a0 <strong>Broad Reading:<\/strong> Read at least five peer-reviewed journal articles directly related to your research topic. For each article, write a brief critical note (150\u2013200 words) that identifies: (a) the main research question, (b) key findings, (c) methodological limitations, and (d) potential research gaps.<\/p>\n<p>31.\u00a0 <strong>Source Tracking:<\/strong> Create a reference list entry in APA 7th edition format for each of the five articles you read. Ensure that all entries include a DOI or URL where available.<\/p>\n<p>32.\u00a0 <strong>Draft Outline:<\/strong> Based on your readings, draft a thematic outline for your own literature review. Identify at least two major thematic sections and the sub-topics within each.<\/p>\n<p>33.\u00a0 <strong>Research Gap and Questions:<\/strong> Write a paragraph (250\u2013300 words) that identifies at least one research gap from your readings and proposes 2\u20133 research questions that your study will address.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>References<\/h1>\n<p><em>Note: <\/em>All references below are from verifiable peer-reviewed sources available through SAGE Open, Springer Nature, Taylor & Francis, and Google Scholar.<\/p>\n<\/p>\n<p>Fazilatfar, A. M., Elhambakhsh, S. E., & Allami, H. (2018). An investigation of the effects of citation instruction to avoid plagiarism in EFL academic writing assignments. <em>SAGE Open<\/em>, <em>8<\/em>(2), 1\u201313. https:\/\/doi.org\/10.1177\/2158244018769958<\/p>\n<p>Mackey, A., & Gass, S. M. (2005). <em>Second language research: Methodology and design<\/em>. Lawrence Erlbaum Associates.<\/p>\n<p>Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. <em>Journal of Second Language Writing<\/em>, <em>20<\/em>(4), 286\u2013305. https:\/\/doi.org\/10.1016\/j.jslw.2011.05.010<\/p>\n<p>Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. <em>Journal of Business Research<\/em>, <em>104<\/em>, 333\u2013339. https:\/\/doi.org\/10.1016\/j.jbusres.2019.07.039<\/p>\n<p>Torraco, R. J. (2005). 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animation-delay:.15s; }\n .q-card:nth-child(4) { animation-delay:.20s; }\n .q-card:nth-child(5) { animation-delay:.25s; }\n\n @keyframes popIn {\n from { opacity:0; transform:scale(.92); }\n to { opacity:1; transform:scale(1); }\n }\n .score-panel.show { animation: popIn .35s cubic-bezier(.34,1.56,.64,1) both; }\n<\/style>\n<\/head>\n<body>\n<div class=\"page-wrapper\">\n\n \n <header class=\"hero\">\n <p class=\"hero-eyebrow\">Research Methodology in Applied Linguistics<\/p>\n <h1>Review of Related Literature<br><span>Student Assessment Quiz<\/span><\/h1>\n <p class=\"hero-sub\">\n 20 questions covering all lesson topics, organized by <strong style=\"color:var(--gold-lt)\">Bloom’s Taxonomy<\/strong> (Levels 1\u20136).<br>\n Select your answers, check your results, then submit to your instructor.\n <\/p>\n <div class=\"bloom-legend\">\n <span class=\"bloom-tag\" style=\"background:var(--bloom-1)\"><span class=\"dot\"><\/span>L1 Remember<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-2)\"><span class=\"dot\"><\/span>L2 Understand<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-3)\"><span class=\"dot\"><\/span>L3 Apply<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-4)\"><span class=\"dot\"><\/span>L4 Analyze<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-5)\"><span class=\"dot\"><\/span>L5 Evaluate<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-6)\"><span class=\"dot\"><\/span>L6 Create<\/span>\n <\/div>\n <div class=\"progress-wrap\"><div class=\"progress-bar\" id=\"progressBar\"><\/div><\/div>\n <p class=\"progress-label\" id=\"progressLabel\">0 \/ 20 answered<\/p>\n <\/header>\n\n \n <div class=\"student-card\">\n <h2>Student Information<\/h2>\n <div class=\"field-row\">\n <div class=\"field-group\">\n <label>Full Name<\/label>\n <input type=\"text\" id=\"studentName\" placeholder=\"Enter your full name\" required>\n <\/div>\n <div class=\"field-group\">\n <label>Student ID<\/label>\n <input type=\"text\" id=\"studentId\" placeholder=\"e.g. 2024001\">\n <\/div>\n <div class=\"field-group\">\n <label>Class \/ Group<\/label>\n <input type=\"text\" id=\"studentClass\" placeholder=\"e.g. MA TEFL 2024\">\n <\/div>\n <div class=\"field-group\">\n <label>Date<\/label>\n <input type=\"text\" id=\"studentDate\" placeholder=\"Auto-filled\" readonly>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-1)\">\n <span class=\"level-icon\">\ud83e\udde0<\/span> Level 1 \u00b7 Remember\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Recall key terms, definitions, and facts from the lesson.\n <\/p>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q1<\/span>\n <p class=\"q-text\">According to Snyder (2019), a literature review is best described as which of the following?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A list of all books and articles ever written on a topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A scholarly synthesis of prior research that positions a study within the broader academic conversation<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A summary of one foundational study in the researcher’s field<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A section that only appears in book-length research projects<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q2<\/span>\n <p class=\"q-text\">Which of the following is the correct definition of a theory, as stated by Mackey and Gass (2005)?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A collection of data gathered from multiple research studies on a single topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A hypothesis proposed by a single researcher that has not yet been tested<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A coherent set of concepts, assumptions, and generalizations that offers explanatory or predictive power about a phenomenon<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">An opinion formed by a researcher after reading other scholars’ work<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q3<\/span>\n <p class=\"q-text\">The two main components of a review of related literature are:<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Review of theoretical literature and review of previous research studies<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Quantitative review and qualitative review<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Primary sources and secondary sources<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Introduction section and conclusion section<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q4<\/span>\n <p class=\"q-text\">Which of the following databases is NOT listed in the lesson as a recommended source for finding academic literature?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Google Scholar<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">SAGE Journals<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Taylor & Francis Online<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Wikipedia<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-2)\">\n <span class=\"level-icon\">\ud83d\udca1<\/span> Level 2 \u00b7 Understand\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Explain concepts and distinguish between ideas in your own understanding.\n <\/p>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q5<\/span>\n <p class=\"q-text\">What is the main difference between the theoretical literature review and the empirical literature review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">The theoretical review uses only journal articles; the empirical review uses only books<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">The theoretical review introduces foundational concepts and frameworks; the empirical review critically surveys actual research studies with data<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">They are the same thing \u2014 the terms are used interchangeably in research writing<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">The theoretical review is always longer than the empirical review<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q6<\/span>\n <p class=\"q-text\">Why does the lesson emphasize that research gaps cannot be found without extensive reading?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Because the instructor requires a minimum number of references before approving a topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Because reading improves academic English language proficiency<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Because you need contextual knowledge of the existing landscape of studies to recognize what is missing or understudied<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Because reading generates data that can be used in the findings section<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q7<\/span>\n <p class=\"q-text\">Which of the following best explains why the lesson recommends organizing the literature review <em>thematically<\/em> rather than chronologically?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Thematic organization allows the reader to see patterns, contradictions, and the development of knowledge across studies, making gaps more visible<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Chronological organization is only for historical research and has no place in applied linguistics<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Thematic organization is faster to write and easier for beginners<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Alphabetical order by author name is preferred over thematic order in most journals<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q8<\/span>\n <p class=\"q-text\">Fazilatfar et al. (2018) found that EFL students frequently plagiarize because of which underlying reason?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">They have poor reading comprehension skills in general<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">They do not believe academic integrity rules apply to non-native speakers<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">They intentionally copy to save time<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">They are often uncertain about how to cite correctly and rely on copying from source texts as a primary strategy<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-3)\">\n <span class=\"level-icon\">\ud83d\udd27<\/span> Level 3 \u00b7 Apply\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Use concepts and procedures in new situations or examples.\n <\/p>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q9<\/span>\n <p class=\"q-text\">A student wants to write a literature review on the use of technology in EFL vocabulary learning. Following the lesson’s guidance, how should they organize their review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">List every study they read, starting from the oldest and ending with the most recent<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Write one paragraph for each source, summarizing what each author found<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Group studies into thematic sections aligned with key variables (e.g., types of technology, vocabulary outcomes, learner proficiency levels) and synthesize across sources within each section<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Organize the review by the nationality of the researchers who conducted the studies<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q10<\/span>\n <p class=\"q-text\">A researcher reads the study by Shehadeh (2011) and wants to include its findings in their literature review using paraphrasing. Which version below correctly paraphrases without plagiarism?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">“Shehadeh (2011) investigated the effectiveness and students’ perceptions of collaborative writing in L2.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">“Shehadeh (2011) explored how pair-based writing tasks shaped both the quality of L2 written output and learners’ overall attitudes toward working collaboratively.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">“Shehadeh (2011) examined the efficiency and learners’ views of CW in the second language.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">No citation is needed since the researcher is expressing the idea in different words<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q11<\/span>\n <p class=\"q-text\">A student is writing about Vygotsky’s Sociocultural Theory in their theoretical review section. According to the lesson, what should they do to use this theory correctly?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Explain the theory, then explicitly connect it to their specific research problem and show how it informs their study design or interpretation of data<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Describe all known theories in the field of SLA before selecting one<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Summarize the theory in one sentence and move directly to the empirical review<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Include the theory only if the instructor specifically requests a theoretical framework<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q12<\/span>\n <p class=\"q-text\">Which of the following correctly formats a reference for Torraco (2005) in APA 7th edition style, as used in the lesson?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Torraco (2005): “Writing Integrative Literature Reviews: Guidelines and Examples.” Human Resource Development Review.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Torraco, R. J. (2005). Writing integrative literature reviews. HRDR, 4(3).<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">R. Torraco. (2005). Writing Integrative Literature Reviews: Guidelines and Examples. 4(3): 356\u2013367.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. <em>Human Resource Development Review<\/em>, <em>4<\/em>(3), 356\u2013367. https:\/\/doi.org\/10.1177\/1534484305278283<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-4)\">\n <span class=\"level-icon\">\ud83d\udd0d<\/span> Level 4 \u00b7 Analyze\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Break down information, examine relationships, and distinguish between elements.\n <\/p>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q13<\/span>\n <p class=\"q-text\">Shehadeh (2011) found that collaborative writing improved content, organization, and vocabulary but NOT grammar or mechanics. Which type of research gap does this finding most directly suggest?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A contextual gap \u2014 the study was not conducted in a Vietnamese setting<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A temporal gap \u2014 the study is over 15 years old<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">An empirical gap \u2014 the differential effect on specific writing components (grammar\/mechanics) remains understudied and needs further investigation<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A theoretical gap \u2014 the study lacked a theoretical framework<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q14<\/span>\n <p class=\"q-text\">Read the two versions below. What is the key analytical difference between a descriptive and a critical literature review passage?<\/p>\n <p style=\"margin-top:10px;font-size:13px;background:#F4F8FB;border-radius:8px;padding:10px 14px;border-left:3px solid var(--bloom-4);color:#333;line-height:1.6;\">\n <strong>Version A:<\/strong> “Smith (2020) investigated peer feedback in ESL writing classes. The study involved 45 students and lasted one semester.”<br><br>\n <strong>Version B:<\/strong> “Smith’s (2020) semester-long study of peer feedback among 45 ESL writers revealed improvements in revision quality, yet the absence of a control group limits causal inference \u2014 pointing to a need for quasi-experimental designs in future research.”\n <\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Version A is better because it is shorter and easier to read<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Version B is critical because it reports the finding, evaluates a methodological limitation, and identifies a gap for future research \u2014 rather than merely listing facts<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Version B is plagiarism because it uses the researcher’s findings without quotation marks<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Both versions are equally appropriate depending on the section of the paper<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q15<\/span>\n <p class=\"q-text\">A student’s literature review contains the following in-text citation but the reference list has no matching entry: “(Johnson & Lee, 2022).” What type of problem is this, and what must the student do?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">It is a minor formatting error; the student should add the authors’ names to the reference list in alphabetical order<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">It is acceptable \u2014 not every in-text citation needs a reference entry<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">It is an APA style preference issue; some style guides allow omitting the reference list entry<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">It is an inconsistency that constitutes a potential form of academic dishonesty; the student must add the full APA 7th reference entry with DOI or URL to ensure every in-text citation matches a reference<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-5)\">\n <span class=\"level-icon\">\u2696\ufe0f<\/span> Level 5 \u00b7 Evaluate\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Make judgments, assess quality, and defend positions based on criteria.\n <\/p>\n\n \n <div class=\"q-card bloom-5\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q16<\/span>\n <p class=\"q-text\">A student cites a Wikipedia article as the primary source for their definition of “sociocultural theory” in their literature review. How should you evaluate this choice?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">It is acceptable because Wikipedia is written by many contributors and is therefore broadly accurate<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">It is fine as a secondary source, as long as it is listed in the reference section correctly<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">It is inappropriate; the student should replace it with a primary or peer-reviewed source (e.g., Vygotsky’s original work or a scholarly book citing his theory), since Wikipedia lacks the peer-review quality expected in academic research writing<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">It is ideal because it is easy to access and frequently updated with new information<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-5\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q17<\/span>\n <p class=\"q-text\">Torraco (2005) argues that a high-quality integrative literature review must go beyond summarizing existing studies. Based on this criterion, which of the following student reviews is of HIGHER quality?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A review that synthesizes findings across ten studies, identifies a recurring methodological weakness (over-reliance on self-report data), and proposes a mixed-methods approach as a way forward<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A review that accurately summarizes twenty studies in alphabetical order with no commentary<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A review that focuses only on studies published in the last two years and dismisses all older research<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A review that contains direct quotations from all cited sources without any paraphrasing<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-6)\">\n <span class=\"level-icon\">\u2728<\/span> Level 6 \u00b7 Create\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Produce new work by integrating and applying knowledge in original ways.\n <\/p>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q18<\/span>\n <p class=\"q-text\">A researcher finds that most studies on written corrective feedback (WCF) in L2 writing have used only university-level adult learners in East Asian countries. Based on the lesson’s typology of gaps, which research question BEST addresses the most significant gap?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">“What are the findings of previous studies on written corrective feedback in L2 writing?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">“How does written corrective feedback affect the L2 writing accuracy of Vietnamese secondary school learners (grades 10\u201312) in a public school context?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">“Do teachers enjoy providing written corrective feedback to their students?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">“Is written corrective feedback better than oral feedback in all educational contexts?”<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q19<\/span>\n <p class=\"q-text\">A graduate student is designing their own literature review on collaborative writing among Vietnamese university EFL students. Which combination of components, arranged in the correct order, forms the best-structured literature review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Research questions \u2192 empirical review \u2192 theoretical review \u2192 conclusion<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Abstract \u2192 empirical review \u2192 research gap \u2192 methodology<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Reference list \u2192 theoretical review \u2192 empirical review \u2192 introduction<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Theoretical review (key frameworks) \u2192 thematically organized empirical review (synthesizing studies) \u2192 identification of research gap \u2192 conclusion leading to research questions<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q20<\/span>\n <p class=\"q-text\">Using what you have learned in this lesson, which of the following represents the most complete and well-justified research plan for a new study on mobile-assisted language learning (MALL) for vocabulary in Vietnamese high schools?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">After reviewing the theoretical framework (e.g., Socio-cognitive theory of L2 learning) and empirical studies on MALL (identifying a contextual gap: most studies focus on university students), the researcher formulates: RQ1 \u2014 Does MALL significantly improve vocabulary retention among grade-11 Vietnamese EFL students? \u2014 with the independent variable (MALL intervention) and dependent variable (vocabulary retention) clearly defined from the gap.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">The researcher picks a topic they find interesting, writes research questions without reviewing the literature, then searches for sources to support their pre-determined conclusions<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">The researcher only reviews studies from the last two years and ignores foundational theoretical work because it is outdated<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">The researcher collects data first, then searches for literature that matches their findings after the fact<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"controls\">\n <button class=\"btn btn-check\" onclick=\"checkAnswers()\">\u2713 Check My Answers<\/button>\n <button class=\"btn btn-submit\" onclick=\"submitResults()\">\n <svg width=\"16\" height=\"16\" viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\" stroke-linecap=\"round\" stroke-linejoin=\"round\"><line x1=\"22\" y1=\"2\" x2=\"11\" y2=\"13\"\/><polygon points=\"22 2 15 22 11 13 2 9 22 2\"\/><\/svg>\n Submit to Instructor\n <\/button>\n <button class=\"btn btn-reset\" onclick=\"resetQuiz()\">\u21ba Reset<\/button>\n <\/div>\n\n \n <div class=\"score-panel\" id=\"scorePanel\">\n <div class=\"score-top\">\n <div class=\"score-circle\">\n <div class=\"score-num\" id=\"scoreNum\">0<\/div>\n <div class=\"score-total\">\/ 20<\/div>\n <\/div>\n <div class=\"score-info\">\n <h3 id=\"scoreTitle\">Your Result<\/h3>\n <p id=\"scoreMsg\"><\/p>\n <div class=\"score-bar-wrap\" style=\"margin-top:10px;\">\n <div class=\"score-bar\" id=\"scoreBar\"><\/div>\n <\/div>\n <\/div>\n <\/div>\n <div id=\"bloomBreakdown\" style=\"font-size:13px;color:rgba(255,255,255,.7);line-height:1.8;margin-top:4px;\"><\/div>\n <\/div>\n\n <footer class=\"footer\">\n <p>Quiz designed by <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Based on Bloom’s Taxonomy (Anderson & Krathwohl, 2001)<\/p>\n <p style=\"margin-top:6px;\">Submit to: <strong>ho.pvp@hocvienconggiao.edu.vn<\/strong><\/p>\n <\/footer>\n\n<\/div>\n\n<script>\n const TOTAL = 20;\n const BLOOM_LABELS = {\n 1: { name: \"Remember\", qs: [1,2,3,4], color: \"#1E8449\" },\n 2: { name: \"Understand\", qs: [5,6,7,8], color: \"#2471A3\" },\n 3: { name: \"Apply\", qs: [9,10,11,12], color: \"#7D3C98\" },\n 4: { name: \"Analyze\", qs: [13,14,15], color: \"#C0392B\" },\n 5: { name: \"Evaluate\", qs: [16,17], color: \"#D35400\" },\n 6: { name: \"Create\", qs: [18,19,20], color: \"#117A65\" },\n };\n\n const EXPLANATIONS = {\n 1: \"Snyder (2019) defines a literature review as a scholarly synthesis that helps researchers identify gaps and position their study in the academic field.\",\n 2: \"Mackey & Gass (2005) define a theory as a coherent set of concepts, assumptions, and generalizations offering explanatory power about a phenomenon.\",\n 3: \"Every literature review has two main sections: the theoretical review (frameworks\/concepts) and the empirical review (actual research studies).\",\n 4: \"Wikipedia is not considered an academic source. Recommended databases include Google Scholar, SAGE, Taylor & Francis, Springer Nature, and IGI Global.\",\n 5: \"The theoretical review introduces conceptual foundations; the empirical review critically examines actual research studies that collected data.\",\n 6: \"You need extensive contextual knowledge of the field \u2014 gained through broad reading \u2014 before you can recognize what is missing or understudied.\",\n 7: \"Thematic organization groups studies by key variables, making it easier for readers to follow cumulative knowledge and spot what is missing.\",\n 8: \"Fazilatfar et al. (2018) found that EFL students rely on copying because they are uncertain how to cite correctly \u2014 not because of intentional dishonesty.\",\n 9: \"The lesson instructs researchers to group sources thematically by key variables or sub-topics and synthesize findings across sources in each section.\",\n 10: \"Option B is an effective paraphrase: it completely restructures the sentence and uses different vocabulary while retaining the original meaning, with a citation.\",\n 11: \"Applying theory means introducing it, connecting it to your research problem, and showing how it informs your research design and interpretation.\",\n 12: \"APA 7th edition requires: Author, A. A. (Year). Article title. <em>Journal Name<\/em>, <em>Volume<\/em>(Issue), pages. DOI\/URL.\",\n 13: \"The finding that grammar and mechanics were not significantly affected is an empirical gap \u2014 the differential effect across writing components needs further study.\",\n 14: \"Version B is critical: it reports findings, identifies a methodological limitation, and proposes future directions \u2014 all hallmarks of a critical review (Torraco, 2005).\",\n 15: \"Every in-text citation must have a corresponding reference entry. Missing references constitute an inconsistency that is a form of academic dishonesty.\",\n 16: \"Wikipedia is not a peer-reviewed source and is inappropriate for academic literature reviews. Always use primary or peer-reviewed sources.\",\n 17: \"A high-quality review (Torraco, 2005) synthesizes across sources, critiques methodology, identifies gaps, and opens new directions \u2014 not just lists summaries.\",\n 18: \"This question targets a contextual gap (secondary school learners in Vietnam) \u2014 the most specific, researchable, and justified gap given what the literature shows.\",\n 19: \"The correct structure is: theoretical review \u2192 thematically organized empirical review \u2192 research gap \u2192 conclusion leading to research questions (Mackey & Gass, 2005).\",\n 20: \"The best plan follows the 5-step process: broad reading \u2192 theoretical + empirical review \u2192 identify gap \u2192 formulate research questions with defined variables.\",\n };\n\n \/\/ Fill today's date\n document.getElementById('studentDate').value = new Date().toLocaleDateString('en-GB', { day:'2-digit', month:'long', year:'numeric' });\n\n \/\/ Progress tracking\n function updateProgress() {\n let answered = 0;\n for (let i = 1; i <= TOTAL; i++) {\n if (document.querySelector(`input[name=\"q${i}\"]:checked`)) answered++;\n }\n const pct = (answered \/ TOTAL) * 100;\n document.getElementById('progressBar').style.width = pct + '%';\n document.getElementById('progressLabel').textContent = `${answered} \/ ${TOTAL} answered`;\n }\n document.querySelectorAll('input[type=\"radio\"]').forEach(r => {\n r.addEventListener('change', () => {\n r.closest('.q-card').classList.add('answered');\n updateProgress();\n });\n });\n\n function checkAnswers() {\n let correct = 0;\n const bloomScores = {};\n Object.keys(BLOOM_LABELS).forEach(l => bloomScores[l] = { correct: 0, total: BLOOM_LABELS[l].qs.length });\n\n for (let i = 1; i <= TOTAL; i++) {\n const card = document.querySelectorAll('.q-card')[i - 1];\n const expected = card.dataset.answer;\n const selected = document.querySelector(`input[name=\"q${i}\"]:checked`);\n const fb = card.querySelector('.q-feedback');\n\n \/\/ find bloom level\n const level = Object.keys(BLOOM_LABELS).find(l => BLOOM_LABELS[l].qs.includes(i));\n\n if (!selected) {\n fb.className = 'q-feedback incorrect';\n fb.innerHTML = `<span class=\"fb-icon\">\u26a0\ufe0f<\/span> Not answered. The correct answer is <strong>${expected}<\/strong>. ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n } else if (selected.value === expected) {\n correct++;\n bloomScores[level].correct++;\n fb.className = 'q-feedback correct';\n fb.innerHTML = `<span class=\"fb-icon\">\u2705<\/span> Correct! ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n } else {\n fb.className = 'q-feedback incorrect';\n fb.innerHTML = `<span class=\"fb-icon\">\u274c<\/span> Incorrect. The correct answer is <strong>${expected}<\/strong>. ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n }\n }\n\n \/\/ Show score panel\n const panel = document.getElementById('scorePanel');\n panel.style.display = 'block';\n panel.classList.add('show');\n document.getElementById('scoreNum').textContent = correct;\n\n const pct = Math.round((correct \/ TOTAL) * 100);\n setTimeout(() => { document.getElementById('scoreBar').style.width = pct + '%'; }, 100);\n\n let title, msg;\n if (pct >= 90) { title = \"Outstanding! \ud83c\udf89\"; msg = \"Excellent mastery of the lesson content across all Bloom's levels.\"; }\n else if (pct >= 75) { title = \"Well Done! \ud83d\udc4f\"; msg = \"Good understanding \u2014 review a few areas at the higher Bloom's levels.\"; }\n else if (pct >= 60) { title = \"Good Effort \ud83d\udcda\"; msg = \"Solid foundation \u2014 revisit the Apply, Analyze, and Evaluate sections.\"; }\n else { title = \"Keep Studying \ud83d\udcaa\"; msg = \"Re-read the lesson carefully, paying attention to all sections and examples.\"; }\n\n document.getElementById('scoreTitle').textContent = `${title} ${correct}\/20 (${pct}%)`;\n document.getElementById('scoreMsg').textContent = msg;\n\n \/\/ Bloom breakdown\n let breakdown = '<strong style=\"color:rgba(255,255,255,.9)\">Performance by Bloom\\'s Level:<\/strong><br>';\n Object.keys(BLOOM_LABELS).forEach(l => {\n const info = BLOOM_LABELS[l];\n const sc = bloomScores[l];\n const stars = '\u25cf'.repeat(sc.correct) + '\u25cb'.repeat(sc.total - sc.correct);\n breakdown += `<span style=\"color:${info.color};margin-right:6px;\">\u25a0<\/span><span style=\"color:rgba(255,255,255,.8)\">L${l} ${info.name}:<\/span> ${sc.correct}\/${sc.total} <span style=\"letter-spacing:2px;color:rgba(255,255,255,.5)\">${stars}<\/span><br>`;\n });\n document.getElementById('bloomBreakdown').innerHTML = breakdown;\n\n panel.scrollIntoView({ behavior: 'smooth', block: 'start' });\n }\n\n function submitResults() {\n const name = document.getElementById('studentName').value.trim() || '(not provided)';\n const sid = document.getElementById('studentId').value.trim() || '(not provided)';\n const cls = document.getElementById('studentClass').value.trim() || '(not provided)';\n const date = document.getElementById('studentDate').value;\n\n let body = `Literature Review Quiz \u2014 Student Submission\\n`;\n body += `===========================================\\n\\n`;\n body += `Name: ${name}\\n`;\n body += `ID: ${sid}\\n`;\n body += `Class: ${cls}\\n`;\n body += `Date: ${date}\\n\\n`;\n body += `ANSWERS\\n-------\\n`;\n\n const cards = document.querySelectorAll('.q-card');\n let score = 0;\n for (let i = 1; i <= TOTAL; i++) {\n const card = cards[i - 1];\n const expected = card.dataset.answer;\n const sel = document.querySelector(`input[name=\"q${i}\"]:checked`);\n const ans = sel ? sel.value : '(no answer)';\n const mark = ans === expected ? 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This cannot be undone.')) return;\n document.querySelectorAll('input[type=\"radio\"]').forEach(r => r.checked = false);\n document.querySelectorAll('.q-feedback').forEach(fb => { fb.style.display = 'none'; fb.className = 'q-feedback'; });\n document.querySelectorAll('.q-card').forEach(c => c.classList.remove('answered'));\n document.getElementById('scorePanel').style.display = 'none';\n document.getElementById('scorePanel').classList.remove('show');\n document.getElementById('progressBar').style.width = '0%';\n document.getElementById('progressLabel').textContent = '0 \/ 20 answered';\n document.getElementById('scoreBar').style.width = '0%';\n window.scrollTo({ top: 0, behavior: 'smooth' });\n }\n<\/script>\n<\/body>\n<\/html>\n","protected":false},"excerpt":{"rendered":"<p>Literature Review \u2014 Case Study & Problem-Solving Writing Up the Literature Review \ud83d\udcd6 Case Study \ud83d\udd2c Problem-Solving Pre-Lesson Activity Case Study:“Where Do I Even Begin?” Read the following scenario carefully before your lesson begins. Discuss the questions with your group \u2014 there are no wrong answers yet. The goal is to activate your thinking about…<\/p>\n","protected":false},"author":1,"featured_media":1396,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[53,20],"tags":[],"class_list":["post-1959","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ma","category-research"],"featured_image_src":"https:\/\/phamho.com\/book\/wp-content\/uploads\/2024\/06\/DALL\u00b7E-2024-06-09-12.04.15-A-group-of-secondary-school-girls-and-boys-talking-in-a-school-hallway.-The-students-are-wearing-school-uniforms-with-girls-in-skirts-and-boys-in-tro-1024x585.webp","blog_images":{"medium":"https:\/\/phamho.com\/book\/wp-content\/uploads\/2024\/06\/DALL\u00b7E-2024-06-09-12.04.15-A-group-of-secondary-school-girls-and-boys-talking-in-a-school-hallway.-The-students-are-wearing-school-uniforms-with-girls-in-skirts-and-boys-in-tro-300x171.webp","large":"https:\/\/phamho.com\/book\/wp-content\/uploads\/2024\/06\/DALL\u00b7E-2024-06-09-12.04.15-A-group-of-secondary-school-girls-and-boys-talking-in-a-school-hallway.-The-students-are-wearing-school-uniforms-with-girls-in-skirts-and-boys-in-tro-1024x585.webp"},"ams_acf":[],"_links":{"self":[{"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/posts\/1959","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/comments?post=1959"}],"version-history":[{"count":2,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/posts\/1959\/revisions"}],"predecessor-version":[{"id":1961,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/posts\/1959\/revisions\/1961"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/media\/1396"}],"wp:attachment":[{"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/media?parent=1959"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/categories?post=1959"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/phamho.com\/book\/wp-json\/wp\/v2\/tags?post=1959"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}

{"id":1959,"date":"2026-04-04T00:38:52","date_gmt":"2026-04-04T00:38:52","guid":{"rendered":"https:\/\/phamho.com\/book\/?p=1959"},"modified":"2026-04-04T01:23:36","modified_gmt":"2026-04-04T01:23:36","slug":"review-of-related-literature","status":"publish","type":"post","link":"https:\/\/phamho.com\/book\/review-of-related-literature\/","title":{"rendered":"Review of Related Literature"},"content":{"rendered":"\n\n\n\n\n\nLiterature Review \u2014 Case Study & Problem-Solving<\/title>\n<link href=\"https:\/\/fonts.googleapis.com\/css2?family=Lora:ital,wght@0,400;0,500;0,600;0,700;1,400;1,500&family=DM+Sans:wght@300;400;500;600&family=DM+Mono:wght@400;500&display=swap\" rel=\"stylesheet\">\n\n<style>\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n ROOT & RESET\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n:root {\n --ink: #1C1A15;\n --ink-soft: #3D3A30;\n --ink-muted: #7A7060;\n --paper: #FAF7F2;\n --paper-2: #F3EFE6;\n --paper-3: #EDE7DB;\n --rule: #D8D0C0;\n --amber: #B8860B;\n --amber-lt: #D4A520;\n --amber-bg: #FDF3D0;\n --teal: #1A6B72;\n --teal-lt: #238B94;\n --teal-bg: #E6F4F5;\n --rust: #8B3A2A;\n --rust-bg: #FBEEE8;\n --moss: #3A5C2A;\n --moss-bg: #EAF2E6;\n --navy: #1C2D4A;\n --navy-bg: #E8EEF6;\n --white: #FFFFFF;\n --shadow: rgba(28,26,21,.10);\n --shadow-md: rgba(28,26,21,.16);\n}\n\n*, *::before, *::after { box-sizing: border-box; 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}\n\n\/* \u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\n PRINT\n\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501\u2501 *\/\n@media print {\n .tab-nav, .timer-strip, .notes-area, .work-zone textarea { display: none !important; }\n .task-body { display: block !important; }\n .panel { display: block !important; }\n}\n\n\/* Animations for cards *\/\n@keyframes riseUp {\n from { opacity:0; transform:translateY(20px); }\n to { opacity:1; transform:translateY(0); }\n}\n.narrative { animation: riseUp .5s ease .1s both; }\n.profiles { animation: riseUp .5s ease .2s both; }\n.scenario-card { animation: riseUp .5s ease .15s both; }\n.task-card { animation: riseUp .4s ease both; }\n.task-card:nth-child(1) { animation-delay:.05s; }\n.task-card:nth-child(2) { animation-delay:.12s; }\n.task-card:nth-child(3) { animation-delay:.19s; }\n.task-card:nth-child(4) { animation-delay:.26s; }\n.task-card:nth-child(5) { animation-delay:.33s; }\n<\/style>\n<\/head>\n<body>\n\n\n<nav class=\"tab-nav\">\n <div class=\"tab-nav-logo\">Writing Up the Literature Review<\/div>\n <button class=\"tab-btn active\" onclick=\"switchTab('cs', this)\">\ud83d\udcd6 Case Study<\/button>\n <button class=\"tab-btn\" onclick=\"switchTab('ps', this)\">\ud83d\udd2c Problem-Solving<\/button>\n<\/nav>\n\n\n<div id=\"panel-cs\" class=\"panel active\">\n<div class=\"page\">\n\n <div class=\"kicker\">Pre-Lesson Activity<\/div>\n <h1 class=\"page-title\">Case Study:<br><em>“Where Do I Even Begin?”<\/em><\/h1>\n <p class=\"subtitle\">\n Read the following scenario carefully before your lesson begins.\n Discuss the questions with your group \u2014 there are no wrong answers yet.\n The goal is to activate your thinking about what a literature review really demands.\n <\/p>\n\n \n <div class=\"cs-hero\">\n <div class=\"cs-hero-tag\">Fictional Scenario \u00b7 For Discussion Only<\/div>\n <h2>Three Students, <span>One Assignment<\/span>, Three Very Different Approaches<\/h2>\n <div class=\"cs-hero-meta\">\n <span>MA TEFL Programme \u00b7 Year 1<\/span>\n <span>Assignment: Literature Review Draft<\/span>\n <span>Duration: 3 weeks<\/span>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">Meet the Students<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"profiles\">\n <div class=\"profile-card\">\n <div class=\"profile-name\">Minh<\/div>\n <div class=\"profile-role\">The Enthusiast<\/div>\n <div class=\"profile-desc\">Works quickly and confidently. Has strong opinions about his topic but tends to skip steps. Reads only what he can find easily online.<\/div>\n <\/div>\n <div class=\"profile-card\">\n <div class=\"profile-name\">Linh<\/div>\n <div class=\"profile-role\">The Perfectionist<\/div>\n <div class=\"profile-desc\">Reads extensively and takes detailed notes. But struggles to move from reading to writing \u2014 she is never sure she has read “enough.”<\/div>\n <\/div>\n <div class=\"profile-card\">\n <div class=\"profile-name\">B\u1ea3o<\/div>\n <div class=\"profile-role\">The Pragmatist<\/div>\n <div class=\"profile-desc\">Meets all deadlines. Writes efficiently but tends to produce a list of summaries rather than a coherent, critical synthesis of the literature.<\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Scenario<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"narrative\">\n <p class=\"body-text\">\n Dr. Phuong has assigned all three students the same task: write a <strong>2,500-word review of related literature<\/strong>\n on collaborative writing in EFL classrooms for their research methods course. They have three weeks.\n <\/p>\n <p class=\"body-text\">\n <strong>Minh<\/strong> starts writing on Day 2. He finds three articles through a Google search,\n reads their abstracts, and begins writing immediately. His draft opens with:\n <em>“Many researchers have studied collaborative writing. This shows it is important for language learning.”<\/em>\n He includes no in-text citations in his first three paragraphs, and his reference list consists of\n two Wikipedia articles and one blog post. He is confident the draft is “basically done.”\n <\/p>\n <p class=\"body-text\">\n <strong>Linh<\/strong> spends the first two weeks reading. She has collected 34 articles from SAGE Journals,\n Taylor & Francis, and Google Scholar. Her notes are meticulous. By Day 14, however,\n she has written only half a page. She tells her classmates: <em>“I still haven’t found the gap yet.\n I’m not sure I’ve read enough. Maybe I need 20 more articles.”<\/em>\n Her advisor reminds her that her draft is due in four days.\n <\/p>\n <p class=\"body-text\">\n <strong>B\u1ea3o<\/strong> submits on time. His literature review has 18 references, all from peer-reviewed journals.\n However, each paragraph begins with <em>“Author X (Year) found that\u2026”<\/em> and ends there.\n There is no discussion of how the studies relate to each other, no identification of contradictions,\n and no clear statement of a research gap. His conclusion reads:\n <em>“As shown above, many studies have investigated collaborative writing. Therefore, more research is needed.”<\/em>\n <\/p>\n <\/div>\n\n \n <div class=\"callout amber\">\n <div class=\"callout-icon\">\u26a1<\/div>\n <div class=\"callout-body\">\n <strong>Minh’s Problem<\/strong>\n <p>He is writing without reading, using non-academic sources, and producing claims with no evidence. He confuses speed with readiness.<\/p>\n <\/div>\n <\/div>\n <div class=\"callout teal\">\n <div class=\"callout-icon\">\ud83d\udd0d<\/div>\n <div class=\"callout-body\">\n <strong>Linh’s Problem<\/strong>\n <p>She is reading without writing, which creates a paralysis loop. Reading and drafting must happen iteratively, not sequentially.<\/p>\n <\/div>\n <\/div>\n <div class=\"callout rust\">\n <div class=\"callout-icon\">\ud83d\udccb<\/div>\n <div class=\"callout-body\">\n <strong>B\u1ea3o’s Problem<\/strong>\n <p>He is producing an annotated bibliography, not a literature review. He describes studies without synthesizing, analyzing, or identifying gaps.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"callout moss\">\n <div class=\"callout-icon\">\ud83d\udccc<\/div>\n <div class=\"callout-body\">\n <strong>Before the Lesson \u2014 Keep This in Mind<\/strong>\n <p>None of these students is “bad” at research \u2014 they simply have misconceptions about what a literature review is and how it works.\n By the end of today’s lesson, you should be able to explain exactly what each student did wrong and how to do it correctly.<\/p>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">Pre-Lesson Discussion Questions<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n <p class=\"body-text\" style=\"margin-bottom:20px;\">\n Discuss in groups of 3\u20134. Click each question to open a note-taking space.\n You do <em>not<\/em> need to have the “right” answer \u2014 share your current thinking.\n <\/p>\n\n <div class=\"discussion-grid\">\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 01<\/div>\n <div class=\"dq-q\">Which student do you think is closest to submitting a good literature review \u2014 and why?<\/div>\n <div class=\"dq-hint\">Think about source quality, process, and output, not just who worked hardest.<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 02<\/div>\n <div class=\"dq-q\">What do you think is missing in B\u1ea3o’s draft \u2014 even though it is submitted on time and uses 18 peer-reviewed sources?<\/div>\n <div class=\"dq-hint\">What is the difference between listing sources and reviewing literature?<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 03<\/div>\n <div class=\"dq-q\">Minh’s conclusion says “many researchers have studied this topic \u2014 it is therefore important.” Is this a valid justification for a new study?<\/div>\n <div class=\"dq-hint\">What should a literature review conclusion demonstrate instead?<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <div class=\"dq-card\" onclick=\"toggleDQ(this)\">\n <div class=\"dq-num\">Question 04<\/div>\n <div class=\"dq-q\">From your own experience, which student’s problem do you identify with most \u2014 and what has been your biggest challenge when reviewing literature?<\/div>\n <div class=\"dq-hint\">Be honest \u2014 self-reflection here will help you get more from the lesson.<\/div>\n <div class=\"toggle-hint\">\u25be <span class=\"toggle-arrow\">\u25be<\/span> Click to add notes<\/div>\n <textarea class=\"notes-area\" placeholder=\"Write your group's thoughts here\u2026\" onclick=\"event.stopPropagation()\"><\/textarea>\n <\/div>\n\n <\/div>\n\n <div class=\"callout amber\" style=\"margin-top:28px;\">\n <div class=\"callout-icon\">\ud83c\udfaf<\/div>\n <div class=\"callout-body\">\n <strong>After the Lesson \u2014 Return Here<\/strong>\n <p>Once you have completed the lesson, revisit these questions. Can you now give precise, evidence-based answers to each one, using the concepts and citations from the lesson?<\/p>\n <\/div>\n <\/div>\n\n <div class=\"footer-strip\">\n <p>Pre-Lesson Case Study \u00b7 <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Writing Up the Review of Related Literature<\/p>\n <\/div>\n\n<\/div>\n<\/div>\n\n\n\n<div id=\"panel-ps\" class=\"panel\">\n<div class=\"page\">\n\n <div class=\"kicker\">End-of-Lesson Activity<\/div>\n <h1 class=\"page-title\">Problem-Solving:<br><em>From Raw Literature to a Research Plan<\/em><\/h1>\n <p class=\"subtitle\">\n Apply everything from today’s lesson to a real research scenario.\n Work in groups of 4. Use the five tasks below to build a complete, \n critically grounded literature review plan \u2014 step by step.\n <\/p>\n\n \n <div class=\"ps-hero\">\n <div class=\"ps-hero-tag\">Collaborative Group Activity \u00b7 Post-Lesson<\/div>\n <h2>The Challenge: <em>Turn Raw Reading into a Research Plan<\/em><\/h2>\n <div class=\"ps-hero-meta\">\n <span>Groups of 4<\/span>\n <span>5 Tasks \u00b7 ~50 minutes total<\/span>\n <span>All lesson concepts required<\/span>\n <\/div>\n <\/div>\n\n \n <div class=\"timer-strip\">\n <div class=\"timer-display\" id=\"timerDisplay\">50:00<\/div>\n <div class=\"timer-label\">\n <strong>Group Timer<\/strong>\n Total activity time \u2014 manage across 5 tasks\n <\/div>\n <button class=\"timer-btn btn-start\" onclick=\"startTimer()\">\u25b6 Start<\/button>\n <button class=\"timer-btn btn-pause\" onclick=\"pauseTimer()\">\u23f8 Pause<\/button>\n <button class=\"timer-btn btn-reset-t\" onclick=\"resetTimer()\">\u21ba Reset<\/button>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Scenario<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"scenario-card\">\n <div class=\"scenario-header\">\n <span>Research Context<\/span>\n <h3>Mobile-Assisted Language Learning (MALL) for EFL Vocabulary in Vietnamese High Schools<\/h3>\n <\/div>\n <div class=\"scenario-body\">\n <p class=\"body-text\">\n Your research team has been asked to design a new study on the use of <strong>mobile-assisted language learning (MALL)<\/strong>\n to improve <strong>EFL vocabulary retention<\/strong> among Grade-11 students in Vietnamese public high schools.\n Before designing the study, you must write the literature review section.\n <\/p>\n <p class=\"body-text\">\n Below is a summary of <strong>six studies<\/strong> your team has already read and noted.\n Use these as the basis for all five tasks.\n <\/p>\n\n <table class=\"data-table\">\n <thead>\n <tr>\n <th>#<\/th>\n <th>Author(s) & Year<\/th>\n <th>Key Finding<\/th>\n <th>Context<\/th>\n <th>Limitation<\/th>\n <\/tr>\n <\/thead>\n <tbody>\n <tr>\n <td>S1<\/td>\n <td><strong>Sung et al. (2015)<\/strong><\/td>\n <td>MALL significantly improved vocabulary scores vs. traditional methods<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Taiwan<\/span>\n <\/td>\n <td>Short duration (4 weeks); no follow-up retention test<\/td>\n <\/tr>\n <tr>\n <td>S2<\/td>\n <td><strong>Hoi & Ngan (2019)<\/strong><\/td>\n <td>Students had positive attitudes toward mobile apps in EFL; engagement increased<\/td>\n <td>\n <span class=\"tag-pill tag-teal\">High School<\/span>\n <span class=\"tag-pill tag-moss\">Vietnam<\/span>\n <\/td>\n <td>Only measured attitudes \u2014 no vocabulary performance data<\/td>\n <\/tr>\n <tr>\n <td>S3<\/td>\n <td><strong>Godwin-Jones (2017)<\/strong><\/td>\n <td>Reviewed MALL trends; noted shift toward social and gamified mobile tools<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">Review Article<\/span>\n <span class=\"tag-pill tag-navy\">Global<\/span>\n <\/td>\n <td>No empirical data; descriptive synthesis only<\/td>\n <\/tr>\n <tr>\n <td>S4<\/td>\n <td><strong>Mohsen & Balakumar (2011)<\/strong><\/td>\n <td>Spaced repetition via mobile flashcard apps improved long-term retention<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Saudi Arabia<\/span>\n <\/td>\n <td>Adult learners only; no adolescent data<\/td>\n <\/tr>\n <tr>\n <td>S5<\/td>\n <td><strong>Dang (2021)<\/strong><\/td>\n <td>Vietnamese high school EFL teachers reported low digital tool integration due to infrastructure<\/td>\n <td>\n <span class=\"tag-pill tag-teal\">High School<\/span>\n <span class=\"tag-pill tag-moss\">Vietnam<\/span>\n <\/td>\n <td>Teacher perspective only; no student learning outcomes measured<\/td>\n <\/tr>\n <tr>\n <td>S6<\/td>\n <td><strong>Stockwell (2010)<\/strong><\/td>\n <td>Mobile vocabulary tasks had variable results depending on device familiarity and task design<\/td>\n <td>\n <span class=\"tag-pill tag-amber\">University<\/span>\n <span class=\"tag-pill tag-navy\">Japan<\/span>\n <\/td>\n <td>Pre-smartphone era; app ecosystems now fundamentally different<\/td>\n <\/tr>\n <\/tbody>\n <\/table>\n <\/div>\n <\/div>\n\n \n <div class=\"section-rule\">\n <div class=\"rule-line\"><\/div>\n <div class=\"rule-label\">The Five Tasks<\/div>\n <div class=\"rule-line\"><\/div>\n <\/div>\n\n <div class=\"task-stack\">\n\n \n <div class=\"task-card\" id=\"task1\">\n <div class=\"task-header\" onclick=\"toggleTask('task1')\">\n <div class=\"task-num\">1<div class=\"task-num-sub\">~8 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 2\u20133 \u00b7 Understand & Apply<\/div>\n <div class=\"task-title\">Classify and Organize \u2014 Build Your Thematic Map<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Before writing, you must <strong>organize your six studies thematically<\/strong> \u2014 not chronologically or alphabetically.\n Look at the studies and decide which thematic categories make the most sense for a literature review\n on MALL and EFL vocabulary in Vietnamese high schools.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Review all six studies (S1\u2013S6) and discuss as a group: what are the <strong>2\u20133 main themes<\/strong> connecting these studies?<\/span><\/li>\n <li><span>Assign each study (S1\u2013S6) to one of your themes. Some studies may appear in more than one theme.<\/span><\/li>\n <li><span>Give each theme a short, descriptive academic label (e.g., “Effectiveness of MALL on Vocabulary Outcomes”).<\/span><\/li>\n <li><span>Note: which studies <em>don’t<\/em> fit neatly into any theme? What does that tell you?<\/span><\/li>\n <\/ul>\n\n <div class=\"callout amber\" style=\"margin:14px 0 10px;\">\n <div class=\"callout-icon\">\ud83d\udca1<\/div>\n <div class=\"callout-body\">\n <strong>Reminder from Lesson<\/strong>\n <p>Mackey & Gass (2005) advise structuring the review around relevant <em>issues of study<\/em>, not individual authors. Your themes should map onto your research variables: MALL tools, vocabulary retention, Vietnamese EFL context.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Thematic Map (Group Notes)<\/label>\n <textarea placeholder=\"Theme 1: _______________\nStudies: S___, S___\nJustification: \u2026\n\nTheme 2: _______________\nStudies: S___, S___\nJustification: \u2026\n\nTheme 3 (optional): _______________\nStudies: S___\nJustification: \u2026\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task2\">\n <div class=\"task-header\" onclick=\"toggleTask('task2')\">\n <div class=\"task-num\">2<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 4 \u00b7 Analyze<\/div>\n <div class=\"task-title\">Write Critically \u2014 Draft One Thematic Paragraph<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Now practice <strong>critical synthesis<\/strong> \u2014 not description. \n Choose <strong>one<\/strong> of the themes from Task 1 and write a \n <strong>short academic paragraph (150\u2013200 words)<\/strong> that critically engages with the studies in that theme.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Open with a <strong>thematic claim<\/strong> \u2014 a sentence that captures the collective evidence, not just “researchers have studied X.”<\/span><\/li>\n <li><span>Integrate at least <strong>two studies<\/strong> using paraphrase + in-text citation.<\/span><\/li>\n <li><span>Compare, contrast, or identify a <strong>tension or limitation<\/strong> across the studies in this theme.<\/span><\/li>\n <li><span>End with a sentence that points toward a gap or need, connecting to your research topic.<\/span><\/li>\n <\/ul>\n\n <div class=\"callout teal\" style=\"margin:14px 0 10px;\">\n <div class=\"callout-icon\">\u270d\ufe0f<\/div>\n <div class=\"callout-body\">\n <strong>Sentence Starters to Avoid<\/strong>\n <p><em>“Sung et al. (2015) found that\u2026”<\/em> followed by nothing else is descriptive, not critical. Instead try: <em>“A convergent finding across studies is that\u2026 (Sung et al., 2015; Mohsen & Balakumar, 2011), although\u2026”<\/em><\/p>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Critical Paragraph (Theme: ________________________)<\/label>\n <textarea placeholder=\"Write your 150\u2013200 word critical paragraph here. Remember: thematic claim \u2192 evidence from \u22652 studies \u2192 limitation or tension \u2192 gap sentence.\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task3\">\n <div class=\"task-header\" onclick=\"toggleTask('task3')\">\n <div class=\"task-num\">3<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 4\u20135 \u00b7 Analyze & Evaluate<\/div>\n <div class=\"task-title\">Identify and Justify Your Research Gap<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Using all six studies, <strong>identify the most significant and well-justified research gap<\/strong> \n for a new study on MALL and EFL vocabulary retention in Vietnamese Grade-11 students.\n Your gap must be specific, evidence-based, and directly linked to limitations in the existing studies.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Identify which <strong>type of gap<\/strong> is most relevant: empirical, methodological, contextual, temporal, or theoretical.<\/span><\/li>\n <li><span>Cite <strong>specific studies<\/strong> (S1\u2013S6) as evidence that the gap exists \u2014 don’t assert it without support.<\/span><\/li>\n <li><span>Explain <em>why<\/em> the gap matters: what would we know better if it were filled?<\/span><\/li>\n <li><span>Write your gap statement in <strong>2\u20133 sentences<\/strong> using the structure: <em>What exists \u2192 what is missing \u2192 why it matters<\/em>.<\/span><\/li>\n <\/ul>\n\n <div class=\"template-box\">\n <span class=\"t-label\">Gap Statement Template<\/span>\n While studies such as <span class=\"t-field\">Study A<\/span> and <span class=\"t-field\">Study B<\/span> have demonstrated\n <span class=\"t-field\">what has been found<\/span>, these findings are predominantly drawn from\n <span class=\"t-field\">context\/population<\/span> and have not addressed\n <span class=\"t-field\">the missing element<\/span>. As a result, there is a\n <span class=\"t-field\">type of gap<\/span> gap regarding\n <span class=\"t-field\">your specific context and variable<\/span>,\n which this study seeks to address.\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Gap Statement<\/label>\n <textarea placeholder=\"Type your 2\u20133 sentence research gap statement here, citing specific studies (e.g., S1, S4) as evidence.\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task4\">\n <div class=\"task-header\" onclick=\"toggleTask('task4')\">\n <div class=\"task-num\">4<div class=\"task-num-sub\">~10 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 6 \u00b7 Create<\/div>\n <div class=\"task-title\">Formulate Research Questions and Define Variables<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Now turn your gap into a <strong>full research plan<\/strong>: research questions \n with clearly defined independent and dependent variables, \n grounded in the gap you identified in Task 3.\n <\/p>\n <ul class=\"step-list\">\n <li><span>Write <strong>2\u20133 research questions<\/strong> that directly emerge from the gap. Each must be answerable, focused, and specific to your study context.<\/span><\/li>\n <li><span>For each question, identify the <strong>independent variable<\/strong> (what you manipulate or compare) and the <strong>dependent variable<\/strong> (what you measure).<\/span><\/li>\n <li><span>Ensure at least one question addresses <strong>learning outcomes<\/strong> (vocabulary retention) and one addresses <strong>student attitudes or perceptions<\/strong>.<\/span><\/li>\n <li><span>Check: do your questions arise naturally from the gap, or do they feel like they were written first and the gap invented to fit them?<\/span><\/li>\n <\/ul>\n\n <div class=\"template-box\">\n <span class=\"t-label\">Research Question Template<\/span>\n <strong>RQ1:<\/strong> Does <span class=\"t-field\">independent variable<\/span> significantly\n affect <span class=\"t-field\">dependent variable<\/span> among\n <span class=\"t-field\">participants<\/span> in <span class=\"t-field\">context<\/span>?<br><br>\n <strong>RQ2:<\/strong> Which <span class=\"t-field\">components<\/span> of\n <span class=\"t-field\">dependent variable<\/span> are most significantly\n affected by <span class=\"t-field\">independent variable<\/span>?<br><br>\n <strong>RQ3:<\/strong> What are <span class=\"t-field\">participants<\/span>‘\n perceptions of <span class=\"t-field\">intervention<\/span>?\n <\/div>\n\n <div class=\"work-zone\">\n <label>Your Research Questions and Variables<\/label>\n <textarea placeholder=\"Topic: ___________________________________________\nIndependent Variable: ____________________________\nDependent Variable(s): ___________________________\n\nRQ1: \nRQ2: \nRQ3: \"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"task-card\" id=\"task5\">\n <div class=\"task-header\" onclick=\"toggleTask('task5')\">\n <div class=\"task-num\">5<div class=\"task-num-sub\">~12 min<\/div><\/div>\n <div class=\"task-title-wrap\">\n <div class=\"task-bloom-tag\">Bloom’s Level 5\u20136 \u00b7 Evaluate & Create<\/div>\n <div class=\"task-title\">Peer Review \u2014 Evaluate Another Group’s Work<\/div>\n <\/div>\n <div class=\"task-chevron\">\u25be<\/div>\n <\/div>\n <div class=\"task-body\">\n <p class=\"body-text\">\n Exchange your Tasks 2\u20134 output with another group. \n Read their critical paragraph (Task 2), gap statement (Task 3), and research questions (Task 4).\n Use the criteria below to provide constructive written feedback.\n <\/p>\n\n <ul class=\"step-list\">\n <li><span>Read the other group’s paragraph, gap statement, and research questions carefully \u2014 do not skim.<\/span><\/li>\n <li><span>Use the <strong>evaluation checklist<\/strong> below to rate their work.<\/span><\/li>\n <li><span>Write <strong>2\u20133 specific, constructive comments<\/strong>: at least one strength and at least one area for improvement with a clear suggestion.<\/span><\/li>\n <li><span>Present your peer feedback to the class in 2 minutes.<\/span><\/li>\n <\/ul>\n\n <p class=\"body-text\" style=\"margin-top:16px;font-weight:600;color:var(--ink);\">Evaluation Checklist<\/p>\n <ul class=\"checklist\">\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph is <strong>thematically organized<\/strong> \u2014 it does not proceed study-by-study.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph <strong>synthesizes<\/strong> at least two studies \u2014 comparing, contrasting, or connecting them.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The paragraph <strong>evaluates limitations<\/strong> \u2014 it does not just report findings uncritically.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>gap statement<\/strong> is specific, cites evidence from the studies, and explains why the gap matters.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>research questions<\/strong> emerge logically from the gap \u2014 they are not generic.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The <strong>variables<\/strong> are clearly named and appropriately defined.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>All claims are supported with <strong>in-text citations<\/strong> in an appropriate format.<\/span>\n <\/label>\n <\/li>\n <li>\n <label style=\"display:flex;align-items:flex-start;gap:10px;cursor:pointer;\">\n <input type=\"checkbox\"><span class=\"check-box\"><\/span>\n <span>The work demonstrates clear understanding of the difference between <strong>descriptive and critical writing<\/strong>.<\/span>\n <\/label>\n <\/li>\n <\/ul>\n\n \n <p class=\"body-text\" style=\"margin-top:20px;font-weight:600;color:var(--ink);\">Quick Ratings (Peer Group: ____________)<\/p>\n <div class=\"peer-grid\">\n <div class=\"peer-cell\">\n <label>Critical Depth<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-cd')\">\n <div class=\"range-labels\"><span>1 \u2013 Descriptive<\/span><span>5 \u2013 Highly critical<\/span><\/div>\n <div class=\"score-display\" id=\"score-cd\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>Gap Clarity<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-gc')\">\n <div class=\"range-labels\"><span>1 \u2013 Vague<\/span><span>5 \u2013 Precise<\/span><\/div>\n <div class=\"score-display\" id=\"score-gc\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>RQ Quality<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-rq')\">\n <div class=\"range-labels\"><span>1 \u2013 Generic<\/span><span>5 \u2013 Well-grounded<\/span><\/div>\n <div class=\"score-display\" id=\"score-rq\">3 \/ 5<\/div>\n <\/div>\n <div class=\"peer-cell\">\n <label>Source Use<\/label>\n <input type=\"range\" min=\"1\" max=\"5\" value=\"3\" oninput=\"updateScore(this,'score-su')\">\n <div class=\"range-labels\"><span>1 \u2013 Missing\/wrong<\/span><span>5 \u2013 Correct & integrated<\/span><\/div>\n <div class=\"score-display\" id=\"score-su\">3 \/ 5<\/div>\n <\/div>\n <\/div>\n\n <div class=\"work-zone\">\n <label>Written Peer Feedback (Strength + Improvement Suggestion)<\/label>\n <textarea placeholder=\"Strength: ___________________________________________\n\nImprovement suggestion: ______________________________\n\nAdditional comments: _________________________________\"><\/textarea>\n <\/div>\n <\/div>\n <\/div>\n\n <\/div>\n\n \n <div class=\"callout moss\">\n <div class=\"callout-icon\">\ud83c\udf93<\/div>\n <div class=\"callout-body\">\n <strong>Class Debrief \u2014 Final 10 Minutes<\/strong>\n <p>Each group presents their gap statement and research questions (2 min each).\n The class votes on which gap is most specific and best-justified.\n The instructor provides formative feedback on the critical paragraphs.<\/p>\n <\/div>\n <\/div>\n\n <div class=\"footer-strip\">\n <p>End-of-Lesson Problem-Solving \u00b7 <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Writing Up the Review of Related Literature<\/p>\n <p style=\"margin-top:4px;font-size:11px;\">References used in scenario: Godwin-Jones (2017) \u00b7 Hoi & Ngan (2019) \u00b7 Mohsen & Balakumar (2011) \u00b7 Stockwell (2010) \u00b7 Sung et al. (2015) \u00b7 Dang (2021)<\/p>\n <\/div>\n\n<\/div>\n<\/div>\n\n<script>\n\/* \u2500\u2500 TAB SWITCHING \u2500\u2500 *\/\nfunction switchTab(id, btn) {\n document.querySelectorAll('.panel').forEach(p => p.classList.remove('active'));\n document.querySelectorAll('.tab-btn').forEach(b => b.classList.remove('active'));\n document.getElementById('panel-' + id).classList.add('active');\n btn.classList.add('active');\n window.scrollTo({ top: 0, behavior: 'smooth' });\n}\n\n\/* \u2500\u2500 DQ TOGGLE (Case Study) \u2500\u2500 *\/\nfunction toggleDQ(card) {\n const wasOpen = card.classList.contains('open');\n \/\/ close all\n document.querySelectorAll('.dq-card').forEach(c => c.classList.remove('open'));\n if (!wasOpen) card.classList.add('open');\n}\n\n\/* \u2500\u2500 TASK TOGGLE (Problem-Solving) \u2500\u2500 *\/\nfunction toggleTask(id) {\n const card = document.getElementById(id);\n const wasOpen = card.classList.contains('open');\n document.querySelectorAll('.task-card').forEach(c => c.classList.remove('open'));\n if (!wasOpen) card.classList.add('open');\n}\n\n\/* \u2500\u2500 TIMER \u2500\u2500 *\/\nlet timerInterval = null;\nlet totalSeconds = 50 * 60;\nlet running = false;\n\nfunction formatTime(s) {\n const m = Math.floor(s \/ 60);\n const sec = s % 60;\n return String(m).padStart(2,'0') + ':' + String(sec).padStart(2,'0');\n}\nfunction startTimer() {\n if (running) return;\n running = true;\n timerInterval = setInterval(() => {\n if (totalSeconds <= 0) { clearInterval(timerInterval); running = false; document.getElementById('timerDisplay').textContent = '00:00'; return; }\n totalSeconds--;\n document.getElementById('timerDisplay').textContent = formatTime(totalSeconds);\n if (totalSeconds <= 300) document.getElementById('timerDisplay').style.color = '#E74C3C';\n else document.getElementById('timerDisplay').style.color = '';\n }, 1000);\n}\nfunction pauseTimer() { clearInterval(timerInterval); running = false; }\nfunction resetTimer() { clearInterval(timerInterval); running = false; totalSeconds = 50 * 60; document.getElementById('timerDisplay').textContent = '50:00'; document.getElementById('timerDisplay').style.color = ''; }\n\n\/* \u2500\u2500 PEER RATING SLIDERS \u2500\u2500 *\/\nfunction updateScore(slider, id) {\n document.getElementById(id).textContent = slider.value + ' \/ 5';\n}\n\n\/* \u2500\u2500 CHECKLIST \u2500\u2500 *\/\ndocument.querySelectorAll('.checklist label').forEach(label => {\n label.addEventListener('click', e => {\n e.stopPropagation();\n const cb = label.querySelector('input[type=\"checkbox\"]');\n cb.checked = !cb.checked;\n });\n});\n\n\/* Auto-open first task on load *\/\nwindow.addEventListener('load', () => {\n const first = document.getElementById('task1');\n if (first) first.classList.add('open');\n});\n<\/script>\n<\/body>\n<\/html>\n\n\n\n<h1>1. Introduction<\/h1>\n<p>A review of related literature is one of the most essential sections of any academic research paper, thesis, or dissertation. Rather than being a mere formality or a summary of what others have written, the literature review serves as a dynamic intellectual exercise that frames, justifies, and anchors the study being conducted. <strong>Snyder (2019) <\/strong>defines a literature review as a scholarly synthesis of prior research that enables researchers to keep up with state-of-the-art knowledge, identify research gaps, and position their own work within a broader academic conversation. As such, the literature review helps both the researcher and the reader understand why the study is needed, what has already been done, and what remains unexplored.<\/p>\n<p>In the context of graduate research in applied linguistics and language teaching, writing an effective literature review requires careful reading, critical thinking, and systematic organization. This lesson provides a comprehensive guide to understanding the two major components of a literature review\u2014the <strong>review of theoretical literature<\/strong> and the <strong>review of previous empirical research studies<\/strong>\u2014as well as strategies for identifying research gaps, selecting appropriate sources, and avoiding plagiarism through proper citation practices.<\/p>\n<\/p>\n<h1>2. Overview: What Is a Review of Related Literature?<\/h1>\n<p>When writing a research paper, researchers are expected to review nearly every key concept and issue relevant to their topic. This involves examining the extent to which previous researchers or scholars have addressed similar questions, and understanding the various perspectives that exist in the field. A literature review, therefore, is not simply a list of studies\u2014it is a <strong>critical, organized discussion<\/strong> that demonstrates the researcher’s familiarity with the relevant body of knowledge.<\/p>\n<p>A literature review typically comprises two related but distinct sections:<\/p>\n<ol>\n<li>Review of Theoretical Literature<\/li>\n<li>Review of Previous Research Studies (Empirical Literature)<\/li>\n<\/ol>\n<p>Together, these two sections provide readers with a comprehensive background of both the conceptual foundations and the empirical evidence relevant to the research topic. <strong>Torraco (2005) <\/strong>argues that a well-constructed integrative literature review goes beyond summarizing what has been done\u2014it synthesizes diverse sources to generate new understanding and identify areas where knowledge is incomplete or conflicting.<\/p>\n<\/p>\n<h1>3. Review of Theoretical Literature<\/h1>\n<h2>3.1 Definition and Purpose<\/h2>\n<p>A theory is a coherent set of concepts, assumptions, and generalizations that offers explanatory or predictive power about a given phenomenon <em>(Mackey & Gass, 2005)<\/em>. The review of theoretical literature introduces readers to the major theories, models, and conceptual frameworks that undergird the research problem. It is particularly important in research papers, theses, and dissertations because it helps readers understand <strong>why<\/strong> certain variables or phenomena are being investigated.<\/p>\n<p>In most journal articles, the review of theoretical literature is typically embedded within or forms the basis of the <strong>Introduction section<\/strong>. It draws primarily on books, textbooks, course materials, and foundational scholarly works to provide a general background for the investigated issues. The theoretical review is broader in scope than the empirical review and serves to orient the reader to the key concepts before the specific empirical evidence is discussed.<\/p>\n<h2>3.2 What Theories Should You Review?<\/h2>\n<p>The selection of theories for review should be directly relevant to the research problem. Theories serve as a <strong>lens<\/strong> through which empirical evidence is interpreted. They provide a basis for hypotheses and research questions. A critical principle to keep in mind is that the theories you review must relate to your research problem and form a conceptual bridge to the empirical review that follows <em>(Mackey & Gass, 2005)<\/em>.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Applying Theory to a Research Topic<\/strong><\/p>\n<p>Suppose a researcher is studying the effectiveness of collaborative writing tasks in improving EFL students’ L2 writing proficiency. The relevant theoretical framework might include:<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 Vygotsky’s <em>Sociocultural Theory<\/em> \u2014 which posits that learning is fundamentally a social process mediated by interaction with more capable peers (scaffolding and the Zone of Proximal Development).<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 The <em>Interaction Hypothesis<\/em> \u2014 which emphasizes the role of negotiation of meaning in second language acquisition.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 The <em>Output Hypothesis<\/em> \u2014 which highlights the importance of producing language (speaking or writing) as a vehicle for noticing gaps in one’s L2 knowledge.<\/p>\n<p>By reviewing these theories, the researcher situates their study within a recognized theoretical tradition and justifies why collaborative writing is a meaningful instructional approach to study.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>3.3 How to Write the Theoretical Review<\/h2>\n<p>When writing the theoretical section, keep the following principles in mind:<\/p>\n<ol start=\"3\">\n<li>Introduce each theory or concept clearly \u2014 explain what it is, who proposed it, and how it applies to your study.<\/li>\n<li>Do not merely list theories \u2014 show how each theory connects to your specific research problem.<\/li>\n<li>Move from broad to specific \u2014 start with general theoretical perspectives and narrow down to those most directly relevant to your study.<\/li>\n<li>Maintain a critical stance \u2014 briefly evaluate the applicability of each theory to your context rather than accepting it uncritically.<\/li>\n<\/ol>\n<h1>4. Review of Previous Research Studies (Empirical Literature)<\/h1>\n<h2>4.1 Definition and Purpose<\/h2>\n<p>While the theoretical review provides the conceptual foundation, the <strong>empirical literature review<\/strong> examines what researchers have actually done in studies relevant to your topic. According to <em>Snyder (2019)<\/em>, a well-conducted review of empirical literature synthesizes research findings across multiple studies to help researchers identify patterns, contradictions, and gaps in the existing body of knowledge.<\/p>\n<p>A literature review is a section in a research report that critically surveys the major research studies about a selected topic in order to give readers a broad picture of what has been done by previous researchers. Crucially, it also links your own research with prior work\u2014establishing continuity between what is already known and what you intend to contribute.<\/p>\n<p>In journal articles, the empirical review tends to be particularly focused because it demonstrates awareness of the most recent trends and findings in the field being investigated <em>(Mackey & Gass, 2005)<\/em>. It draws primarily from <strong>peer-reviewed journal articles<\/strong>, conference papers, and other scholarly publications that report original research.<\/p>\n<h2>4.2 How to Write the Empirical Literature Review<\/h2>\n<p><strong>Mackey and Gass (2005) <\/strong>advise researchers to keep several key principles in mind when writing their empirical literature review:<\/p>\n<ol start=\"7\">\n<li><strong>Structure your review around relevant issues, not individual studies.<\/strong> The literature review should be organized thematically according to the key variables, research questions, or sub-topics of your study\u2014not chronologically or alphabetically by author. This thematic organization allows the reader to see the cumulative development of knowledge in each area.<\/li>\n<li><strong>Write critically, not merely descriptively.<\/strong> Listing a series of previous studies without analysis or argument is a common error among novice researchers. Effective empirical reviews require critical engagement: you must evaluate the relevance and quality of studies, identify their methodological strengths and weaknesses, and synthesize their findings in a way that informs your own research design.<\/li>\n<li><strong>Connect studies to your own research.<\/strong> As you review each study or cluster of studies, ask yourself: How does this relate to my research topic? What problems or limitations exist in the existing research? What questions remain unanswered? Addressing these questions allows you to justify your own study.<\/li>\n<li><strong>Draw a reasoned conclusion.<\/strong> Based on your critical analysis of the literature, the empirical review should culminate in a conclusion that identifies the specific gap(s) your study will address. This conclusion forms a logical bridge to your research questions or hypotheses.<\/li>\n<\/ol>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Critical vs. Descriptive Review<\/strong><\/p>\n<p><strong>Descriptive (Weak) Version:<\/strong><\/p>\n<p><em>“Shehadeh (2011) conducted a study on collaborative writing. The study lasted 16 weeks and involved 38 students.”<\/em><\/p>\n<p><strong>Critical (Strong) Version:<\/strong><\/p>\n<p>Shehadeh (2011) investigated the effectiveness of collaborative writing (CW) in an L2 context in the UAE over 16 weeks using a pre- and post-test design. The findings revealed that CW significantly improved content, organization, and vocabulary, but produced no significant differences in grammar or mechanics. This suggests that the benefits of collaborative writing may be more pronounced for higher-order writing skills than for surface-level accuracy\u2014a finding that has implications for how researchers design dependent variables in CW studies and raises questions about how longer-term intervention might affect grammatical development.<\/p>\n<p>Notice how the second version not only reports findings but interprets them, evaluates their significance, and opens a line of inquiry for further research.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>4.3 Critical Questions to Guide Your Reading<\/h2>\n<p>As you review the relevant literature, approach each study with the following critical questions:<\/p>\n<ul>\n<li>How does this study relate to my research topic and research questions?<\/li>\n<li>What were the study’s key findings, and how reliable and valid are they?<\/li>\n<li>What methodological limitations are present in the study (e.g., small sample size, lack of control group, short duration)?<\/li>\n<li>Are the findings consistent with other studies in the field, or do they contradict them?<\/li>\n<li>What aspects of the topic remain insufficiently studied or unexplored?<\/li>\n<li>How does this study inform my own research design, methodology, or interpretation of results?<\/li>\n<\/ul>\n<p>By systematically addressing these questions across multiple sources, you will develop a nuanced understanding of your research territory\u2014and begin to see where your own study fits.<\/p>\n<\/p>\n<h1>5. Identifying Research Gaps<\/h1>\n<h2>5.1 What Is a Research Gap?<\/h2>\n<p>A research gap is an area of a topic that has not been sufficiently investigated, is poorly understood, is understudied in a particular context or population, or produces contradictory findings across existing studies. Identifying a research gap is the essential justification for conducting a new study.<\/p>\n<p>It must be emphasized that <strong>research gaps cannot be found without extensive reading<\/strong>. Students who attempt to identify gaps before thoroughly engaging with the literature will struggle because they lack the contextual knowledge needed to recognize what is missing. The more you read and critically summarize empirical studies in a given area, the more clearly the landscape of existing knowledge\u2014and its lacunae\u2014comes into view.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Types of Research Gaps<\/strong><\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Empirical gaps:<\/strong> Areas where no or very few studies exist (e.g., a phenomenon well-studied in Western contexts but not studied in Southeast Asian EFL environments).<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Methodological gaps:<\/strong> Areas where existing studies rely on a single method (e.g., only quantitative), and a mixed-methods or qualitative approach could yield richer insights.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Contextual gaps:<\/strong> Studies conducted in specific populations or settings that have not been replicated in different populations, age groups, or educational systems.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Theoretical gaps:<\/strong> Contradictions or conflicts between existing theories or between theoretical predictions and empirical evidence.<\/p>\n<p>\u2022\u00a0\u00a0\u00a0\u00a0\u00a0 <strong>Temporal gaps:<\/strong> Outdated studies whose findings may no longer reflect current educational practices or technologies.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>5.2 How Research Gaps Lead to Research Questions<\/h2>\n<p>Once you have identified a plausible research gap through your reading, your research questions should logically follow from it. Research questions are, in essence, the researcher’s attempt to fill the gap: they articulate what is not yet known, and the study is designed to answer them.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: From Gap to Research Questions<\/strong><\/p>\n<p>A researcher reviewing the literature on collaborative writing in L2 contexts (e.g., Shehadeh, 2011) notices that most studies have been conducted with university students in the Middle East or East Asia. There is a gap regarding how collaborative writing affects writing quality among EFL students in Vietnamese higher education. This gap yields the following research questions:<\/p>\n<p>11.\u00a0 <strong>RQ1: <\/strong>Does collaborative writing significantly improve the overall writing quality of Vietnamese EFL university students compared to individual writing?<\/p>\n<p>12.\u00a0 <strong>RQ2: <\/strong>Which components of writing quality (content, organization, vocabulary, grammar, mechanics) are most significantly affected by collaborative writing tasks?<\/p>\n<p>13.\u00a0 <strong>RQ3: <\/strong>What are Vietnamese EFL students’ perceptions of the collaborative writing experience?<\/p>\n<p>Notice how each research question directly emerges from what was observed (or missing) in the reviewed literature.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>6. Finding Appropriate Sources for the Literature Review<\/h1>\n<p>To write an effective literature review, you must be able to locate, evaluate, and select appropriate sources. Sources for a literature review generally fall into two broad categories:<\/p>\n<h2>6.1 Primary vs. Secondary Sources<\/h2>\n<p><strong>Primary sources<\/strong> are original works authored by the researchers who conducted the study or developed the theory. Examples include original research articles published in peer-reviewed journals, original theoretical books, and dissertations. Primary sources are the gold standard for literature reviews.<\/p>\n<p><strong>Secondary sources<\/strong> are works in which an author has synthesized, summarized, or discussed primary sources written by others. Examples include review articles, textbooks, and edited volumes. Secondary sources can be useful for gaining a broad overview of a field, but researchers should always trace back to primary sources whenever possible to ensure accuracy.<\/p>\n<h2>6.2 Recommended Source Types<\/h2>\n<p>For your literature review, prioritize the following in descending order of academic credibility:<\/p>\n<ol start=\"14\">\n<li><strong>Peer-reviewed journal articles<\/strong> \u2014 These are the most important sources for the empirical review. Target reputable databases such as Google Scholar, SAGE Journals, Taylor & Francis Online, Springer Nature, and IGI Global.<\/li>\n<li><strong>Scholarly books and textbooks<\/strong> \u2014 Particularly useful for the theoretical review. Foundational books in applied linguistics and research methodology (e.g., Mackey & Gass, 2005) are essential references.<\/li>\n<li><strong>Conference proceedings<\/strong> \u2014 Can be useful but tend to be less thoroughly peer-reviewed than journal articles.<\/li>\n<li><strong>Theses and dissertations<\/strong> \u2014 Acceptable but should be used with care as they have not been subjected to the same level of peer review as published articles.<\/li>\n<\/ol>\n<p>When using any source in your literature review, ensure that it is <strong>current, relevant, and credible<\/strong>. As a general rule, aim to cite studies published within the last 10\u201315 years unless a foundational theory or classic study is being referenced.<\/p>\n<\/p>\n<h1>7. Avoiding Plagiarism: Citation, Paraphrasing, and Referencing<\/h1>\n<h2>7.1 Understanding Plagiarism<\/h2>\n<p>Plagiarism is the presentation of another person’s words, ideas, data, or intellectual work as if they were your own, without appropriate acknowledgment. <strong>Fazilatfar et al. (2018) <\/strong>found that in EFL academic writing contexts, students frequently rely on source texts through copying as a primary strategy, often because they are uncertain about how to cite correctly. Plagiarism in academic research is a serious ethical violation regardless of whether it is intentional or unintentional, and it undermines the integrity of scholarly communication.<\/p>\n<h2>7.2 Practical Strategies to Avoid Plagiarism<\/h2>\n<p>The following strategies will help you avoid plagiarism throughout the writing process:<\/p>\n<ol start=\"18\">\n<li><strong>Plan your writing early.<\/strong> Do not write your paper at the last minute. Rushed writing often leads to poor paraphrasing or unintentional copying from sources.<\/li>\n<li><strong>Take notes in your own words.<\/strong> When reading sources, resist the urge to copy passages verbatim into your notes. Instead, write brief summaries in your own words immediately after reading each source.<\/li>\n<li><strong>Keep a complete record of all sources.<\/strong> Track every source you read by recording the author, year, title, journal or publisher, volume, issue, pages, and DOI or URL. This ensures that all in-text citations have a corresponding reference entry.<\/li>\n<li><strong>Ensure consistency between in-text citations and the reference list.<\/strong> Every in-text citation must appear in the reference list, and every reference in the list must correspond to an in-text citation.<\/li>\n<\/ol>\n<h2>7.3 Using Citations, Quotations, and Paraphrasing<\/h2>\n<p>There are three principal ways of integrating sources into academic writing:<\/p>\n<p><strong>Direct Quotation: <\/strong>Using the exact words of an author, enclosed in quotation marks, followed by an in-text citation including the author, year, and page number. Quotations should be used sparingly\u2014only when the original wording is particularly precise, authoritative, or memorable.<\/p>\n<p><strong>Paraphrasing: <\/strong>Restating another author’s idea in your own words and sentence structure, followed by an in-text citation. This is the most common method of integrating sources in academic research writing. Good paraphrasing demonstrates your understanding of the source material.<\/p>\n<p><strong>Summarizing: <\/strong>Providing a condensed version of a source’s main argument or findings, again with an in-text citation. Summaries are useful when you wish to convey the overall thrust of a study without detailing every aspect.<\/p>\n<p>Providing citations and references serves two related purposes: it shows that you have engaged with the relevant scholarly authorities, which strengthens the credibility of your own argument; and it enables readers to locate the original sources if they wish to explore a topic in greater depth <em>(Fazilatfar et al., 2018)<\/em>.<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Example: Original Source vs. Paraphrase<\/strong><\/p>\n<p><strong>Original passage (Shehadeh, 2011, p. 286):<\/strong> “This study investigated the effectiveness and students’ perceptions of collaborative writing (CW) in second language (L2).”<\/p>\n<p><strong>Poor paraphrase (too close to original, plagiarism risk):<\/strong> “This study examined the efficiency and learners’ views of collaborative writing in the second language.”<\/p>\n<p><strong>Effective paraphrase:<\/strong> Shehadeh (2011) explored how working collaboratively on writing tasks influenced the quality of L2 learners’ written output and their attitudes toward the collaborative experience.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>8. Structuring the Literature Review: A Step-by-Step Guide<\/h1>\n<p>Writing the literature review is a multi-stage process. The following steps provide a practical framework:<\/p>\n<h2>Step 1: Conduct Broad and Systematic Reading<\/h2>\n<p>Before you can write anything, you need to read extensively. Broad reading serves multiple purposes: it familiarizes you with the field, helps you select an appropriate research topic, and equips you with the background knowledge needed to recognize research gaps. The more extensively you read, the more clearly the landscape of existing knowledge\u2014and its lacunae\u2014will come into view.<\/p>\n<h2>Step 2: Organize Your Sources Thematically<\/h2>\n<p>Once you have a sufficient set of sources, organize them into thematic categories aligned with your research questions or key variables. This thematic structure is the backbone of your literature review. <em>Snyder (2019)<\/em> underscores that structuring the literature review around central themes\u2014rather than individual studies\u2014enables a more coherent synthesis and makes the gaps in existing knowledge more visible.<\/p>\n<h2>Step 3: Write Each Section Critically<\/h2>\n<p>For each thematic category, write a critical discussion that integrates multiple sources rather than summarizing studies one by one. Highlight agreements, disagreements, and limitations across studies. Use your own analytical voice to interpret what the cumulative evidence means. <em>Torraco (2005)<\/em> notes that critique\u2014identifying the strengths, limitations, and gaps in existing literature\u2014is the product of careful critical analysis and is central to what makes a literature review a genuine scholarly contribution.<\/p>\n<h2>Step 4: Identify and Articulate Research Gaps<\/h2>\n<p>Based on your critical discussion, clearly articulate the gap(s) in the existing literature. Be explicit about what is missing, understudied, or contradictory. This provides the rationale\u2014the “because”\u2014for your study.<\/p>\n<h2>Step 5: Write a Logical Conclusion<\/h2>\n<p>Conclude the literature review by drawing together the main findings and limitations from across the reviewed studies. The conclusion should explicitly connect back to your research questions or hypotheses, demonstrating that your study emerges organically from what the literature has and has not established.<\/p>\n<\/p>\n<h1>9. Model Text: Analyzing a Literature Review Excerpt<\/h1>\n<p>The following is the abstract of a study published in the Journal of Second Language Writing. Read it carefully and answer the analysis questions below.<\/p>\n<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Model Text: Shehadeh (2011)<\/strong><\/p>\n<p>This study investigated the effectiveness and students’ perceptions of collaborative writing (CW) in second language (L2). The study involved 38 first-year students in two intact classes at a large university in the UAE (United Arab Emirates). One class consisted of 18 students in the experimental group (writing in pairs) and 20 students in the control group (writing individually). The study lasted 16 weeks and involved a pre- and post-test. Writing quality was determined by a holistic rating procedure that included content, organization, grammar, vocabulary, and mechanics. Results showed that CW had an overall significant effect on students’ L2 writing; however, this effect varied across writing skill areas. The effect was significant for content, organization, and vocabulary, but not for grammar or mechanics. In addition, most students in the CW condition found the experience enjoyable and felt that it contributed to their L2 learning. Results are discussed in light of the social constructivist perspective of learning, and theoretical and pedagogical implications are presented.<\/p>\n<p><em>Source: Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. Journal of Second Language Writing, 20(4), 286\u2013305. https:\/\/doi.org\/10.1016\/j.jslw.2011.05.010<\/em><\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Discussion Questions<\/h2>\n<ol start=\"22\">\n<li>How many thematic categories does the researcher review in their literature review? What are the key variables investigated?<\/li>\n<li>What are the research gaps identifiable from the findings of this study? (Think: what did the study NOT find or address?)<\/li>\n<li>Are the research questions of the study clearly grounded in the identified gaps? Explain why or why not.<\/li>\n<li>Working in groups of four: Write a summary of this abstract in no more than 100 words in your own words, avoiding plagiarism.<\/li>\n<\/ol>\n<h1>10. Practice Activities<\/h1>\n<h2>Activity 1: Identifying Research Gaps (Problem-Solving 10)<\/h2>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Group Activity (Groups of 4)<\/strong><\/p>\n<p>26.\u00a0 Share with your group the research studies you have read for your own literature review. Discuss whether any of the studies have limitations\u2014methodological, contextual, or empirical.<\/p>\n<p>27.\u00a0 Identify at least two possible research gaps based on your readings.<\/p>\n<p>28.\u00a0 Discuss with your partner whether these are genuine research gaps (i.e., not already addressed by other studies you may have missed).<\/p>\n<p>29.\u00a0 Based on those research gaps, formulate two or three draft research questions for your study.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h2>Activity 2: Developing Research Questions (Problem-Solving 11)<\/h2>\n<p>Working with your group, complete the following planning template for your own research study:<\/p>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Research Planning Template<\/strong><\/p>\n<p><strong>Topic: <\/strong>_______________________________________________<\/p>\n<p><strong>Independent Variable: <\/strong>_______________________________<\/p>\n<p><strong>Dependent Variable(s): <\/strong>______________________________<\/p>\n<p><strong>Identified Research Gap(s): <\/strong>___________________________<\/p>\n<p><strong>Research Question 1: <\/strong>________________________________<\/p>\n<p><strong>Research Question 2: <\/strong>________________________________<\/p>\n<p><strong>Research Question 3: <\/strong>________________________________<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>11. Key Terms and Definitions<\/h1>\n<p><strong>Literature Review: <\/strong>A critical, organized synthesis of existing research and theoretical work relevant to a specific research topic or problem.<\/p>\n<p><strong>Theoretical Literature Review: <\/strong>A review of the major theories, models, and conceptual frameworks that provide the intellectual foundation for the research problem.<\/p>\n<p><strong>Empirical Literature Review: <\/strong>A critical review of previous research studies (with actual data collection) that are relevant to the topic.<\/p>\n<p><strong>Research Gap: <\/strong>An area within a topic that has not been sufficiently studied, is poorly understood, or yields contradictory findings in the existing literature.<\/p>\n<p><strong>Plagiarism: <\/strong>The unacknowledged use of another person’s words, ideas, data, or intellectual work as if they were one’s own.<\/p>\n<p><strong>Paraphrase: <\/strong>Restating another author’s ideas in one’s own words and sentence structure, with a proper in-text citation.<\/p>\n<p><strong>In-Text Citation: <\/strong>A brief reference within the text of a paper indicating the source from which information was drawn (e.g., Mackey & Gass, 2005).<\/p>\n<p><strong>Primary Source: <\/strong>An original work created by the researcher who conducted the study or developed the theory.<\/p>\n<p><strong>Secondary Source: <\/strong>A work that synthesizes, summarizes, or discusses primary sources written by others.<\/p>\n<\/p>\n<h1>12. Homework Assignment<\/h1>\n<table width=\"624\">\n<tbody>\n<tr>\n<td>\n<p><strong>Homework Tasks<\/strong><\/p>\n<p>30.\u00a0 <strong>Broad Reading:<\/strong> Read at least five peer-reviewed journal articles directly related to your research topic. For each article, write a brief critical note (150\u2013200 words) that identifies: (a) the main research question, (b) key findings, (c) methodological limitations, and (d) potential research gaps.<\/p>\n<p>31.\u00a0 <strong>Source Tracking:<\/strong> Create a reference list entry in APA 7th edition format for each of the five articles you read. Ensure that all entries include a DOI or URL where available.<\/p>\n<p>32.\u00a0 <strong>Draft Outline:<\/strong> Based on your readings, draft a thematic outline for your own literature review. Identify at least two major thematic sections and the sub-topics within each.<\/p>\n<p>33.\u00a0 <strong>Research Gap and Questions:<\/strong> Write a paragraph (250\u2013300 words) that identifies at least one research gap from your readings and proposes 2\u20133 research questions that your study will address.<\/p>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h1>References<\/h1>\n<p><em>Note: <\/em>All references below are from verifiable peer-reviewed sources available through SAGE Open, Springer Nature, Taylor & Francis, and Google Scholar.<\/p>\n<\/p>\n<p>Fazilatfar, A. M., Elhambakhsh, S. E., & Allami, H. (2018). An investigation of the effects of citation instruction to avoid plagiarism in EFL academic writing assignments. <em>SAGE Open<\/em>, <em>8<\/em>(2), 1\u201313. https:\/\/doi.org\/10.1177\/2158244018769958<\/p>\n<p>Mackey, A., & Gass, S. M. (2005). <em>Second language research: Methodology and design<\/em>. Lawrence Erlbaum Associates.<\/p>\n<p>Shehadeh, A. (2011). Effects and student perceptions of collaborative writing in L2. <em>Journal of Second Language Writing<\/em>, <em>20<\/em>(4), 286\u2013305. https:\/\/doi.org\/10.1016\/j.jslw.2011.05.010<\/p>\n<p>Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. <em>Journal of Business Research<\/em>, <em>104<\/em>, 333\u2013339. https:\/\/doi.org\/10.1016\/j.jbusres.2019.07.039<\/p>\n<p>Torraco, R. J. (2005). 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height: 1px;\n background: var(--border);\n }\n .bloom-badge {\n display: flex;\n align-items: center;\n gap: 8px;\n padding: 7px 16px;\n border-radius: 99px;\n font-size: 12px;\n font-weight: 700;\n letter-spacing: .8px;\n text-transform: uppercase;\n color: var(--white);\n box-shadow: 0 2px 10px rgba(0,0,0,.15);\n }\n .bloom-badge .level-icon { font-size: 14px; }\n\n \/* Answered indicator *\/\n .q-card.answered { border-color: rgba(28,114,147,.3); }\n\n \/* \u2500\u2500\u2500 Animations \u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500\u2500 *\/\n @keyframes fadeUp {\n from { opacity:0; transform:translateY(18px); }\n to { opacity:1; transform:translateY(0); }\n }\n .q-card { animation: fadeUp .4s ease both; }\n .q-card:nth-child(1) { animation-delay:.05s; }\n .q-card:nth-child(2) { animation-delay:.10s; }\n .q-card:nth-child(3) { animation-delay:.15s; }\n .q-card:nth-child(4) { animation-delay:.20s; }\n .q-card:nth-child(5) { animation-delay:.25s; }\n\n @keyframes popIn {\n from { opacity:0; transform:scale(.92); }\n to { opacity:1; transform:scale(1); }\n }\n .score-panel.show { animation: popIn .35s cubic-bezier(.34,1.56,.64,1) both; }\n<\/style>\n<\/head>\n<body>\n<div class=\"page-wrapper\">\n\n \n <header class=\"hero\">\n <p class=\"hero-eyebrow\">Research Methodology in Applied Linguistics<\/p>\n <h1>Review of Related Literature<br><span>Student Assessment Quiz<\/span><\/h1>\n <p class=\"hero-sub\">\n 20 questions covering all lesson topics, organized by <strong style=\"color:var(--gold-lt)\">Bloom’s Taxonomy<\/strong> (Levels 1\u20136).<br>\n Select your answers, check your results, then submit to your instructor.\n <\/p>\n <div class=\"bloom-legend\">\n <span class=\"bloom-tag\" style=\"background:var(--bloom-1)\"><span class=\"dot\"><\/span>L1 Remember<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-2)\"><span class=\"dot\"><\/span>L2 Understand<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-3)\"><span class=\"dot\"><\/span>L3 Apply<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-4)\"><span class=\"dot\"><\/span>L4 Analyze<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-5)\"><span class=\"dot\"><\/span>L5 Evaluate<\/span>\n <span class=\"bloom-tag\" style=\"background:var(--bloom-6)\"><span class=\"dot\"><\/span>L6 Create<\/span>\n <\/div>\n <div class=\"progress-wrap\"><div class=\"progress-bar\" id=\"progressBar\"><\/div><\/div>\n <p class=\"progress-label\" id=\"progressLabel\">0 \/ 20 answered<\/p>\n <\/header>\n\n \n <div class=\"student-card\">\n <h2>Student Information<\/h2>\n <div class=\"field-row\">\n <div class=\"field-group\">\n <label>Full Name<\/label>\n <input type=\"text\" id=\"studentName\" placeholder=\"Enter your full name\" required>\n <\/div>\n <div class=\"field-group\">\n <label>Student ID<\/label>\n <input type=\"text\" id=\"studentId\" placeholder=\"e.g. 2024001\">\n <\/div>\n <div class=\"field-group\">\n <label>Class \/ Group<\/label>\n <input type=\"text\" id=\"studentClass\" placeholder=\"e.g. MA TEFL 2024\">\n <\/div>\n <div class=\"field-group\">\n <label>Date<\/label>\n <input type=\"text\" id=\"studentDate\" placeholder=\"Auto-filled\" readonly>\n <\/div>\n <\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-1)\">\n <span class=\"level-icon\">\ud83e\udde0<\/span> Level 1 \u00b7 Remember\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Recall key terms, definitions, and facts from the lesson.\n <\/p>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q1<\/span>\n <p class=\"q-text\">According to Snyder (2019), a literature review is best described as which of the following?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A list of all books and articles ever written on a topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A scholarly synthesis of prior research that positions a study within the broader academic conversation<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A summary of one foundational study in the researcher’s field<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q1\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A section that only appears in book-length research projects<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q2<\/span>\n <p class=\"q-text\">Which of the following is the correct definition of a theory, as stated by Mackey and Gass (2005)?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A collection of data gathered from multiple research studies on a single topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A hypothesis proposed by a single researcher that has not yet been tested<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A coherent set of concepts, assumptions, and generalizations that offers explanatory or predictive power about a phenomenon<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q2\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">An opinion formed by a researcher after reading other scholars’ work<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q3<\/span>\n <p class=\"q-text\">The two main components of a review of related literature are:<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Review of theoretical literature and review of previous research studies<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Quantitative review and qualitative review<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Primary sources and secondary sources<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q3\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Introduction section and conclusion section<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-1\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q4<\/span>\n <p class=\"q-text\">Which of the following databases is NOT listed in the lesson as a recommended source for finding academic literature?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Google Scholar<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">SAGE Journals<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Taylor & Francis Online<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q4\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Wikipedia<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-2)\">\n <span class=\"level-icon\">\ud83d\udca1<\/span> Level 2 \u00b7 Understand\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Explain concepts and distinguish between ideas in your own understanding.\n <\/p>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q5<\/span>\n <p class=\"q-text\">What is the main difference between the theoretical literature review and the empirical literature review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">The theoretical review uses only journal articles; the empirical review uses only books<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">The theoretical review introduces foundational concepts and frameworks; the empirical review critically surveys actual research studies with data<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">They are the same thing \u2014 the terms are used interchangeably in research writing<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q5\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">The theoretical review is always longer than the empirical review<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q6<\/span>\n <p class=\"q-text\">Why does the lesson emphasize that research gaps cannot be found without extensive reading?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Because the instructor requires a minimum number of references before approving a topic<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Because reading improves academic English language proficiency<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Because you need contextual knowledge of the existing landscape of studies to recognize what is missing or understudied<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q6\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Because reading generates data that can be used in the findings section<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q7<\/span>\n <p class=\"q-text\">Which of the following best explains why the lesson recommends organizing the literature review <em>thematically<\/em> rather than chronologically?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Thematic organization allows the reader to see patterns, contradictions, and the development of knowledge across studies, making gaps more visible<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Chronological organization is only for historical research and has no place in applied linguistics<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Thematic organization is faster to write and easier for beginners<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q7\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Alphabetical order by author name is preferred over thematic order in most journals<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-2\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q8<\/span>\n <p class=\"q-text\">Fazilatfar et al. (2018) found that EFL students frequently plagiarize because of which underlying reason?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">They have poor reading comprehension skills in general<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">They do not believe academic integrity rules apply to non-native speakers<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">They intentionally copy to save time<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q8\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">They are often uncertain about how to cite correctly and rely on copying from source texts as a primary strategy<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-3)\">\n <span class=\"level-icon\">\ud83d\udd27<\/span> Level 3 \u00b7 Apply\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Use concepts and procedures in new situations or examples.\n <\/p>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q9<\/span>\n <p class=\"q-text\">A student wants to write a literature review on the use of technology in EFL vocabulary learning. Following the lesson’s guidance, how should they organize their review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">List every study they read, starting from the oldest and ending with the most recent<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Write one paragraph for each source, summarizing what each author found<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Group studies into thematic sections aligned with key variables (e.g., types of technology, vocabulary outcomes, learner proficiency levels) and synthesize across sources within each section<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q9\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Organize the review by the nationality of the researchers who conducted the studies<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q10<\/span>\n <p class=\"q-text\">A researcher reads the study by Shehadeh (2011) and wants to include its findings in their literature review using paraphrasing. Which version below correctly paraphrases without plagiarism?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">“Shehadeh (2011) investigated the effectiveness and students’ perceptions of collaborative writing in L2.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">“Shehadeh (2011) explored how pair-based writing tasks shaped both the quality of L2 written output and learners’ overall attitudes toward working collaboratively.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">“Shehadeh (2011) examined the efficiency and learners’ views of CW in the second language.”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q10\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">No citation is needed since the researcher is expressing the idea in different words<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q11<\/span>\n <p class=\"q-text\">A student is writing about Vygotsky’s Sociocultural Theory in their theoretical review section. According to the lesson, what should they do to use this theory correctly?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Explain the theory, then explicitly connect it to their specific research problem and show how it informs their study design or interpretation of data<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Describe all known theories in the field of SLA before selecting one<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Summarize the theory in one sentence and move directly to the empirical review<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q11\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Include the theory only if the instructor specifically requests a theoretical framework<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-3\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q12<\/span>\n <p class=\"q-text\">Which of the following correctly formats a reference for Torraco (2005) in APA 7th edition style, as used in the lesson?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Torraco (2005): “Writing Integrative Literature Reviews: Guidelines and Examples.” Human Resource Development Review.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Torraco, R. J. (2005). Writing integrative literature reviews. HRDR, 4(3).<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">R. Torraco. (2005). Writing Integrative Literature Reviews: Guidelines and Examples. 4(3): 356\u2013367.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q12\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Torraco, R. J. (2005). Writing integrative literature reviews: Guidelines and examples. <em>Human Resource Development Review<\/em>, <em>4<\/em>(3), 356\u2013367. https:\/\/doi.org\/10.1177\/1534484305278283<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-4)\">\n <span class=\"level-icon\">\ud83d\udd0d<\/span> Level 4 \u00b7 Analyze\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Break down information, examine relationships, and distinguish between elements.\n <\/p>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q13<\/span>\n <p class=\"q-text\">Shehadeh (2011) found that collaborative writing improved content, organization, and vocabulary but NOT grammar or mechanics. Which type of research gap does this finding most directly suggest?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A contextual gap \u2014 the study was not conducted in a Vietnamese setting<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A temporal gap \u2014 the study is over 15 years old<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">An empirical gap \u2014 the differential effect on specific writing components (grammar\/mechanics) remains understudied and needs further investigation<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q13\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A theoretical gap \u2014 the study lacked a theoretical framework<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q14<\/span>\n <p class=\"q-text\">Read the two versions below. What is the key analytical difference between a descriptive and a critical literature review passage?<\/p>\n <p style=\"margin-top:10px;font-size:13px;background:#F4F8FB;border-radius:8px;padding:10px 14px;border-left:3px solid var(--bloom-4);color:#333;line-height:1.6;\">\n <strong>Version A:<\/strong> “Smith (2020) investigated peer feedback in ESL writing classes. The study involved 45 students and lasted one semester.”<br><br>\n <strong>Version B:<\/strong> “Smith’s (2020) semester-long study of peer feedback among 45 ESL writers revealed improvements in revision quality, yet the absence of a control group limits causal inference \u2014 pointing to a need for quasi-experimental designs in future research.”\n <\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Version A is better because it is shorter and easier to read<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Version B is critical because it reports the finding, evaluates a methodological limitation, and identifies a gap for future research \u2014 rather than merely listing facts<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Version B is plagiarism because it uses the researcher’s findings without quotation marks<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q14\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Both versions are equally appropriate depending on the section of the paper<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-4\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q15<\/span>\n <p class=\"q-text\">A student’s literature review contains the following in-text citation but the reference list has no matching entry: “(Johnson & Lee, 2022).” What type of problem is this, and what must the student do?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">It is a minor formatting error; the student should add the authors’ names to the reference list in alphabetical order<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">It is acceptable \u2014 not every in-text citation needs a reference entry<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">It is an APA style preference issue; some style guides allow omitting the reference list entry<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q15\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">It is an inconsistency that constitutes a potential form of academic dishonesty; the student must add the full APA 7th reference entry with DOI or URL to ensure every in-text citation matches a reference<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-5)\">\n <span class=\"level-icon\">\u2696\ufe0f<\/span> Level 5 \u00b7 Evaluate\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Make judgments, assess quality, and defend positions based on criteria.\n <\/p>\n\n \n <div class=\"q-card bloom-5\" data-answer=\"C\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q16<\/span>\n <p class=\"q-text\">A student cites a Wikipedia article as the primary source for their definition of “sociocultural theory” in their literature review. How should you evaluate this choice?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">It is acceptable because Wikipedia is written by many contributors and is therefore broadly accurate<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">It is fine as a secondary source, as long as it is listed in the reference section correctly<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">It is inappropriate; the student should replace it with a primary or peer-reviewed source (e.g., Vygotsky’s original work or a scholarly book citing his theory), since Wikipedia lacks the peer-review quality expected in academic research writing<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q16\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">It is ideal because it is easy to access and frequently updated with new information<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-5\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q17<\/span>\n <p class=\"q-text\">Torraco (2005) argues that a high-quality integrative literature review must go beyond summarizing existing studies. Based on this criterion, which of the following student reviews is of HIGHER quality?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">A review that synthesizes findings across ten studies, identifies a recurring methodological weakness (over-reliance on self-report data), and proposes a mixed-methods approach as a way forward<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">A review that accurately summarizes twenty studies in alphabetical order with no commentary<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">A review that focuses only on studies published in the last two years and dismisses all older research<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q17\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">A review that contains direct quotations from all cited sources without any paraphrasing<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"bloom-divider\">\n <div class=\"line\"><\/div>\n <div class=\"bloom-badge\" style=\"background:var(--bloom-6)\">\n <span class=\"level-icon\">\u2728<\/span> Level 6 \u00b7 Create\n <\/div>\n <div class=\"line\"><\/div>\n <\/div>\n <p style=\"font-size:13px;color:var(--sub);margin-bottom:18px;font-style:italic;\">\n Produce new work by integrating and applying knowledge in original ways.\n <\/p>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"B\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q18<\/span>\n <p class=\"q-text\">A researcher finds that most studies on written corrective feedback (WCF) in L2 writing have used only university-level adult learners in East Asian countries. Based on the lesson’s typology of gaps, which research question BEST addresses the most significant gap?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">“What are the findings of previous studies on written corrective feedback in L2 writing?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">“How does written corrective feedback affect the L2 writing accuracy of Vietnamese secondary school learners (grades 10\u201312) in a public school context?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">“Do teachers enjoy providing written corrective feedback to their students?”<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q18\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">“Is written corrective feedback better than oral feedback in all educational contexts?”<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"D\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q19<\/span>\n <p class=\"q-text\">A graduate student is designing their own literature review on collaborative writing among Vietnamese university EFL students. Which combination of components, arranged in the correct order, forms the best-structured literature review?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">Research questions \u2192 empirical review \u2192 theoretical review \u2192 conclusion<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">Abstract \u2192 empirical review \u2192 research gap \u2192 methodology<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">Reference list \u2192 theoretical review \u2192 empirical review \u2192 introduction<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q19\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">Theoretical review (key frameworks) \u2192 thematically organized empirical review (synthesizing studies) \u2192 identification of research gap \u2192 conclusion leading to research questions<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"q-card bloom-6\" data-answer=\"A\">\n <div class=\"q-header\">\n <span class=\"q-num\">Q20<\/span>\n <p class=\"q-text\">Using what you have learned in this lesson, which of the following represents the most complete and well-justified research plan for a new study on mobile-assisted language learning (MALL) for vocabulary in Vietnamese high schools?<\/p>\n <\/div>\n <div class=\"options\">\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"A\"><span class=\"option-circle\"><\/span><span class=\"option-key\">A.<\/span><span class=\"option-text\">After reviewing the theoretical framework (e.g., Socio-cognitive theory of L2 learning) and empirical studies on MALL (identifying a contextual gap: most studies focus on university students), the researcher formulates: RQ1 \u2014 Does MALL significantly improve vocabulary retention among grade-11 Vietnamese EFL students? \u2014 with the independent variable (MALL intervention) and dependent variable (vocabulary retention) clearly defined from the gap.<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"B\"><span class=\"option-circle\"><\/span><span class=\"option-key\">B.<\/span><span class=\"option-text\">The researcher picks a topic they find interesting, writes research questions without reviewing the literature, then searches for sources to support their pre-determined conclusions<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"C\"><span class=\"option-circle\"><\/span><span class=\"option-key\">C.<\/span><span class=\"option-text\">The researcher only reviews studies from the last two years and ignores foundational theoretical work because it is outdated<\/span><\/label>\n <label class=\"option-label\"><input type=\"radio\" name=\"q20\" value=\"D\"><span class=\"option-circle\"><\/span><span class=\"option-key\">D.<\/span><span class=\"option-text\">The researcher collects data first, then searches for literature that matches their findings after the fact<\/span><\/label>\n <\/div>\n <div class=\"q-feedback\"><\/div>\n <\/div>\n\n \n <div class=\"controls\">\n <button class=\"btn btn-check\" onclick=\"checkAnswers()\">\u2713 Check My Answers<\/button>\n <button class=\"btn btn-submit\" onclick=\"submitResults()\">\n <svg width=\"16\" height=\"16\" viewBox=\"0 0 24 24\" fill=\"none\" stroke=\"currentColor\" stroke-width=\"2.2\" stroke-linecap=\"round\" stroke-linejoin=\"round\"><line x1=\"22\" y1=\"2\" x2=\"11\" y2=\"13\"\/><polygon points=\"22 2 15 22 11 13 2 9 22 2\"\/><\/svg>\n Submit to Instructor\n <\/button>\n <button class=\"btn btn-reset\" onclick=\"resetQuiz()\">\u21ba Reset<\/button>\n <\/div>\n\n \n <div class=\"score-panel\" id=\"scorePanel\">\n <div class=\"score-top\">\n <div class=\"score-circle\">\n <div class=\"score-num\" id=\"scoreNum\">0<\/div>\n <div class=\"score-total\">\/ 20<\/div>\n <\/div>\n <div class=\"score-info\">\n <h3 id=\"scoreTitle\">Your Result<\/h3>\n <p id=\"scoreMsg\"><\/p>\n <div class=\"score-bar-wrap\" style=\"margin-top:10px;\">\n <div class=\"score-bar\" id=\"scoreBar\"><\/div>\n <\/div>\n <\/div>\n <\/div>\n <div id=\"bloomBreakdown\" style=\"font-size:13px;color:rgba(255,255,255,.7);line-height:1.8;margin-top:4px;\"><\/div>\n <\/div>\n\n <footer class=\"footer\">\n <p>Quiz designed by <strong>Assoc. Prof. Pham Vu Phi Ho<\/strong><\/p>\n <p>Research Methodology in Applied Linguistics \u00b7 Based on Bloom’s Taxonomy (Anderson & Krathwohl, 2001)<\/p>\n <p style=\"margin-top:6px;\">Submit to: <strong>ho.pvp@hocvienconggiao.edu.vn<\/strong><\/p>\n <\/footer>\n\n<\/div>\n\n<script>\n const TOTAL = 20;\n const BLOOM_LABELS = {\n 1: { name: \"Remember\", qs: [1,2,3,4], color: \"#1E8449\" },\n 2: { name: \"Understand\", qs: [5,6,7,8], color: \"#2471A3\" },\n 3: { name: \"Apply\", qs: [9,10,11,12], color: \"#7D3C98\" },\n 4: { name: \"Analyze\", qs: [13,14,15], color: \"#C0392B\" },\n 5: { name: \"Evaluate\", qs: [16,17], color: \"#D35400\" },\n 6: { name: \"Create\", qs: [18,19,20], color: \"#117A65\" },\n };\n\n const EXPLANATIONS = {\n 1: \"Snyder (2019) defines a literature review as a scholarly synthesis that helps researchers identify gaps and position their study in the academic field.\",\n 2: \"Mackey & Gass (2005) define a theory as a coherent set of concepts, assumptions, and generalizations offering explanatory power about a phenomenon.\",\n 3: \"Every literature review has two main sections: the theoretical review (frameworks\/concepts) and the empirical review (actual research studies).\",\n 4: \"Wikipedia is not considered an academic source. Recommended databases include Google Scholar, SAGE, Taylor & Francis, Springer Nature, and IGI Global.\",\n 5: \"The theoretical review introduces conceptual foundations; the empirical review critically examines actual research studies that collected data.\",\n 6: \"You need extensive contextual knowledge of the field \u2014 gained through broad reading \u2014 before you can recognize what is missing or understudied.\",\n 7: \"Thematic organization groups studies by key variables, making it easier for readers to follow cumulative knowledge and spot what is missing.\",\n 8: \"Fazilatfar et al. (2018) found that EFL students rely on copying because they are uncertain how to cite correctly \u2014 not because of intentional dishonesty.\",\n 9: \"The lesson instructs researchers to group sources thematically by key variables or sub-topics and synthesize findings across sources in each section.\",\n 10: \"Option B is an effective paraphrase: it completely restructures the sentence and uses different vocabulary while retaining the original meaning, with a citation.\",\n 11: \"Applying theory means introducing it, connecting it to your research problem, and showing how it informs your research design and interpretation.\",\n 12: \"APA 7th edition requires: Author, A. A. (Year). Article title. <em>Journal Name<\/em>, <em>Volume<\/em>(Issue), pages. DOI\/URL.\",\n 13: \"The finding that grammar and mechanics were not significantly affected is an empirical gap \u2014 the differential effect across writing components needs further study.\",\n 14: \"Version B is critical: it reports findings, identifies a methodological limitation, and proposes future directions \u2014 all hallmarks of a critical review (Torraco, 2005).\",\n 15: \"Every in-text citation must have a corresponding reference entry. Missing references constitute an inconsistency that is a form of academic dishonesty.\",\n 16: \"Wikipedia is not a peer-reviewed source and is inappropriate for academic literature reviews. Always use primary or peer-reviewed sources.\",\n 17: \"A high-quality review (Torraco, 2005) synthesizes across sources, critiques methodology, identifies gaps, and opens new directions \u2014 not just lists summaries.\",\n 18: \"This question targets a contextual gap (secondary school learners in Vietnam) \u2014 the most specific, researchable, and justified gap given what the literature shows.\",\n 19: \"The correct structure is: theoretical review \u2192 thematically organized empirical review \u2192 research gap \u2192 conclusion leading to research questions (Mackey & Gass, 2005).\",\n 20: \"The best plan follows the 5-step process: broad reading \u2192 theoretical + empirical review \u2192 identify gap \u2192 formulate research questions with defined variables.\",\n };\n\n \/\/ Fill today's date\n document.getElementById('studentDate').value = new Date().toLocaleDateString('en-GB', { day:'2-digit', month:'long', year:'numeric' });\n\n \/\/ Progress tracking\n function updateProgress() {\n let answered = 0;\n for (let i = 1; i <= TOTAL; i++) {\n if (document.querySelector(`input[name=\"q${i}\"]:checked`)) answered++;\n }\n const pct = (answered \/ TOTAL) * 100;\n document.getElementById('progressBar').style.width = pct + '%';\n document.getElementById('progressLabel').textContent = `${answered} \/ ${TOTAL} answered`;\n }\n document.querySelectorAll('input[type=\"radio\"]').forEach(r => {\n r.addEventListener('change', () => {\n r.closest('.q-card').classList.add('answered');\n updateProgress();\n });\n });\n\n function checkAnswers() {\n let correct = 0;\n const bloomScores = {};\n Object.keys(BLOOM_LABELS).forEach(l => bloomScores[l] = { correct: 0, total: BLOOM_LABELS[l].qs.length });\n\n for (let i = 1; i <= TOTAL; i++) {\n const card = document.querySelectorAll('.q-card')[i - 1];\n const expected = card.dataset.answer;\n const selected = document.querySelector(`input[name=\"q${i}\"]:checked`);\n const fb = card.querySelector('.q-feedback');\n\n \/\/ find bloom level\n const level = Object.keys(BLOOM_LABELS).find(l => BLOOM_LABELS[l].qs.includes(i));\n\n if (!selected) {\n fb.className = 'q-feedback incorrect';\n fb.innerHTML = `<span class=\"fb-icon\">\u26a0\ufe0f<\/span> Not answered. The correct answer is <strong>${expected}<\/strong>. ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n } else if (selected.value === expected) {\n correct++;\n bloomScores[level].correct++;\n fb.className = 'q-feedback correct';\n fb.innerHTML = `<span class=\"fb-icon\">\u2705<\/span> Correct! ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n } else {\n fb.className = 'q-feedback incorrect';\n fb.innerHTML = `<span class=\"fb-icon\">\u274c<\/span> Incorrect. The correct answer is <strong>${expected}<\/strong>. ${EXPLANATIONS[i]}`;\n fb.style.display = 'block';\n }\n }\n\n \/\/ Show score panel\n const panel = document.getElementById('scorePanel');\n panel.style.display = 'block';\n panel.classList.add('show');\n document.getElementById('scoreNum').textContent = correct;\n\n const pct = Math.round((correct \/ TOTAL) * 100);\n setTimeout(() => { document.getElementById('scoreBar').style.width = pct + '%'; }, 100);\n\n let title, msg;\n if (pct >= 90) { title = \"Outstanding! \ud83c\udf89\"; msg = \"Excellent mastery of the lesson content across all Bloom's levels.\"; }\n else if (pct >= 75) { title = \"Well Done! \ud83d\udc4f\"; msg = \"Good understanding \u2014 review a few areas at the higher Bloom's levels.\"; }\n else if (pct >= 60) { title = \"Good Effort \ud83d\udcda\"; msg = \"Solid foundation \u2014 revisit the Apply, Analyze, and Evaluate sections.\"; }\n else { title = \"Keep Studying \ud83d\udcaa\"; msg = \"Re-read the lesson carefully, paying attention to all sections and examples.\"; }\n\n document.getElementById('scoreTitle').textContent = `${title} ${correct}\/20 (${pct}%)`;\n document.getElementById('scoreMsg').textContent = msg;\n\n \/\/ Bloom breakdown\n let breakdown = '<strong style=\"color:rgba(255,255,255,.9)\">Performance by Bloom\\'s Level:<\/strong><br>';\n Object.keys(BLOOM_LABELS).forEach(l => {\n const info = BLOOM_LABELS[l];\n const sc = bloomScores[l];\n const stars = '\u25cf'.repeat(sc.correct) + '\u25cb'.repeat(sc.total - sc.correct);\n breakdown += `<span style=\"color:${info.color};margin-right:6px;\">\u25a0<\/span><span style=\"color:rgba(255,255,255,.8)\">L${l} ${info.name}:<\/span> ${sc.correct}\/${sc.total} <span style=\"letter-spacing:2px;color:rgba(255,255,255,.5)\">${stars}<\/span><br>`;\n });\n document.getElementById('bloomBreakdown').innerHTML = breakdown;\n\n panel.scrollIntoView({ behavior: 'smooth', block: 'start' });\n }\n\n function submitResults() {\n const name = document.getElementById('studentName').value.trim() || '(not provided)';\n const sid = document.getElementById('studentId').value.trim() || '(not provided)';\n const cls = document.getElementById('studentClass').value.trim() || '(not provided)';\n const date = document.getElementById('studentDate').value;\n\n let body = `Literature Review Quiz \u2014 Student Submission\\n`;\n body += `===========================================\\n\\n`;\n body += `Name: ${name}\\n`;\n body += `ID: ${sid}\\n`;\n body += `Class: ${cls}\\n`;\n body += `Date: ${date}\\n\\n`;\n body += `ANSWERS\\n-------\\n`;\n\n const cards = document.querySelectorAll('.q-card');\n let score = 0;\n for (let i = 1; i <= TOTAL; i++) {\n const card = cards[i - 1];\n const expected = card.dataset.answer;\n const sel = document.querySelector(`input[name=\"q${i}\"]:checked`);\n const ans = sel ? sel.value : '(no answer)';\n const mark = ans === expected ? 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This cannot be undone.')) return;\n document.querySelectorAll('input[type=\"radio\"]').forEach(r => r.checked = false);\n document.querySelectorAll('.q-feedback').forEach(fb => { fb.style.display = 'none'; fb.className = 'q-feedback'; });\n document.querySelectorAll('.q-card').forEach(c => c.classList.remove('answered'));\n document.getElementById('scorePanel').style.display = 'none';\n document.getElementById('scorePanel').classList.remove('show');\n document.getElementById('progressBar').style.width = '0%';\n document.getElementById('progressLabel').textContent = '0 \/ 20 answered';\n document.getElementById('scoreBar').style.width = '0%';\n window.scrollTo({ top: 0, behavior: 'smooth' });\n }\n<\/script>\n<\/body>\n<\/html>\n","protected":false},"excerpt":{"rendered":"<p>Literature Review \u2014 Case Study & Problem-Solving Writing Up the Literature Review \ud83d\udcd6 Case Study \ud83d\udd2c Problem-Solving Pre-Lesson Activity Case Study:“Where Do I Even Begin?” Read the following scenario carefully before your lesson begins. Discuss the questions with your group \u2014 there are no wrong answers yet. 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