This paper is an academic critique of the article written by Yin-Kum Law (2008) titled The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension found in Routledge Taylor & Francis Group Educational Research Journal. This article will be broken down by section, with each segment being independently evaluated. This paper is a critique of several different aspects of the research study including: data collection methods, sample and design, hypothesis, review of the literature and findings of the study.
The title of this research report first states the key variables of attribution beliefs, motivation and strategy use in reading comprehension. The population also clearly specified which is Chinese fifth-graders’. By reading the title, one can understand what the research report entails. This title was well conceived by the author.
The abstract of this article is divided into sub-sections, including; background, purpose, sample, design and methods, results, conclusions and keywords. The objective is stated clearly, which is to examine the relationships between students’ implicit belief about intelligence and ability and their awareness of reading strategies and reading comprehension. Brief explanation of sample, design and methods used also stated easier for readers to scan the relevancy of their research or study which is beneficial for future research. This quantitative study is a good example of a standard research report and can be used as a model for students who are seeking guidance in publishing their own study.
In the introduction of the article, the author stated that although previous study on the topic was made, no clarification was made on ‘the relationship between the use of motivational strategies and students’ reading proficiency’. In other words, the author explained past studies that have been done on similar
References: Yin-Kum Law (2008). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders’ reading comprehension. Educational Research, 51:1, 77-95 Cartney & Rouse (2006). The emotional impact of learning in small groups: highlighting the impact on student progression and retention. Teaching in Higher Education, 11:1, 79-91