A Scaffolding Tool to Assist Learners in Argumentative Writing
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| Title: | A Scaffolding Tool to Assist Learners in Argumentative Writing |
|---|---|
| Language: | English |
| Authors: | Fan, Cheng-Yu, Chen, Gwo-Dong |
| Source: | Computer Assisted Language Learning. 2021 34(1-2):159-183. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 6 Intermediate Grades Middle Schools |
| Descriptors: | Scaffolding (Teaching Technique), Persuasive Discourse, Essays, Writing Improvement, Writing Strategies, Computer Assisted Instruction, Instructional Effectiveness, Concept Mapping, Instructional Materials, Elementary School Students, Grade 6, Foreign Countries |
| Geographic Terms: | Taiwan (Taipei) |
| DOI: | 10.1080/09588221.2019.1660685 |
| ISSN: | 0958-8221 |
| Abstract: | Evidence indicates that graphic organizers, such as concept maps and argument maps, could help students develop a stronger argumentation ability and build effective argumentative structures. In this study, we designed a computer-aided argumentative essay writing system to assist students in learning structures of argumentation and in enhancing their argumentation abilities. In this study, an experiment was conducted on students in an elementary school in New Taipei City for fourteenth weeks. This included a total of 11 classes (272 students), which were divided into three groups: the argument map writing group, the concept map writing group, and the conventional argumentative writing group. The experimental results showed that the argumentative essays produced by the students in the argument map writing group were superior to those written by students in the other two groups. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1291433 |
| Database: | ERIC |
| Abstract: | Evidence indicates that graphic organizers, such as concept maps and argument maps, could help students develop a stronger argumentation ability and build effective argumentative structures. In this study, we designed a computer-aided argumentative essay writing system to assist students in learning structures of argumentation and in enhancing their argumentation abilities. In this study, an experiment was conducted on students in an elementary school in New Taipei City for fourteenth weeks. This included a total of 11 classes (272 students), which were divided into three groups: the argument map writing group, the concept map writing group, and the conventional argumentative writing group. The experimental results showed that the argumentative essays produced by the students in the argument map writing group were superior to those written by students in the other two groups. |
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| ISSN: | 0958-8221 |
| DOI: | 10.1080/09588221.2019.1660685 |
