Argument Mapping as a Pre-Writing Activity: Does It Promote Writing Skills of EFL Learners?
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| Title: | Argument Mapping as a Pre-Writing Activity: Does It Promote Writing Skills of EFL Learners? |
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| Language: | English |
| Authors: | Qing Liu (ORCID |
| Source: | Education and Information Technologies. 2024 29(7):7895-7925. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 31 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | English (Second Language), Second Language Instruction, Prewriting, Writing Instruction, Writing Skills, Persuasive Discourse, Visual Aids, Undergraduate Students, Student Attitudes, Student Motivation |
| DOI: | 10.1007/s10639-023-12098-5 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a Foreign Language (EFL). The Dialectical Map (DMap) is an open-source argument visualization tool that scaffolds argument analysis, evaluation, and construction. A quasi-experiment was conducted with 190 undergraduate EFL students to investigate the pedagogical value of DMapping as a pre-writing activity. The research also explored the effect of DMapping on student motivation in learning argumentation. We found the DMap functioned as an effective pre-writing tool for argumentative writing and promoted transfer of argumentation skills. DMapping facilitated more balanced arguments, and students reported positive experiences and attitudes toward learning argumentation with the DMap. This paper concludes with implications and future research directions for using the DMap as a cognitive tool to foster meaningful learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424337 |
| Database: | ERIC |
| Abstract: | Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a Foreign Language (EFL). The Dialectical Map (DMap) is an open-source argument visualization tool that scaffolds argument analysis, evaluation, and construction. A quasi-experiment was conducted with 190 undergraduate EFL students to investigate the pedagogical value of DMapping as a pre-writing activity. The research also explored the effect of DMapping on student motivation in learning argumentation. We found the DMap functioned as an effective pre-writing tool for argumentative writing and promoted transfer of argumentation skills. DMapping facilitated more balanced arguments, and students reported positive experiences and attitudes toward learning argumentation with the DMap. This paper concludes with implications and future research directions for using the DMap as a cognitive tool to foster meaningful learning. |
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| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-023-12098-5 |
