Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking

Davies, Walter

doi:10.1162/ijlm_a_00106

Cited by 4 publications

(5 citation statements)

References 18 publications

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“…Notably, the use of AM in facilitating understanding has been well-documented in the literature (van Gelder, 2007;Davies et al, 2021;Robillos & Thongpai, 2022;Robillos & Phantharakphong, 2020). By visually mapping their thoughts, learners gain a comprehensive grasp of their ideas, enabling them to identify and address areas that require addition, deletion, or reformation (Davies, 2014;Harrell & Wetzel, 2013;Robillos, 2021). In the present study, participants maximized the use of AM, which significantly improved their argumentative writing performance, evident in their written outputs' enhanced content development and writing coherence.…”

Section: Discussionmentioning

confidence: 99%

“…AM, on the other hand, serves as a visual representation of the structure of an argument, facilitating the clear communication of core statements and relationships (Dwyer et al, 2011). It is a valuable tool for learners, aiding them in comprehending and evaluating complex arguments (Davies, 2014;Robillos & Thongpai, 2022). The organization of AM follows a text-based, hierarchical format, where propositions are presented within coloured boxes and interconnected by arrows to highlight the relationships between them (Dwyer et al, 2011).…”

Section: Using Argument Mapping (Am) In Argumentative Writingmentioning

confidence: 99%

“…One effective approach to assist writers in reducing cognitive overload is through mapping techniques (van Gelder, 2007;Robillos, 2021). Since prose writing can be imprecise and unclear at times (Davies, 2014), utilizing maps proves advantageous due to the brain's inclination towards visual processing (Davies, 2014;van Gelder, 2007;Robillos, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays

Robillos,

Art-in

2023

INT J INSTRUCTION

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In recent years, the role of argument mapping (AM) as a tool to assist higher education learners in writing argumentative essays has gained recognition. However, there is a growing interest in exploring the combination of argument mapping (AM) with translanguaging or TLAN to enhance writing performance further, which requires more research. This study investigated the impact of integrating AM with TLAN pedagogy on students' argumentative writing performance. Employing an explanatory, sequential mixed-method research design with a pre-and post-test approach, the study involved 27 third-year English as a Foreign Language (EFL) university students. They participated in 13 sessions of AM with TLAN implementation to support their argumentative writing tasks. Quantitative findings indicated a significant improvement in participants' writing content and writing coherence between the pre-and post-test stages. When ANOVA was employed, significant differences between one quiz score to those of the other quizzes were exposed. Interestingly, despite being EFL learners, the participants perceived TLAN as a normal and non-disrespectful practice in the EFL classroom. Furthermore, qualitative results indicated that the participants welcomed the use of AM with TLAN, finding it beneficial in their writing tasks. Overall, AM with TLAN emerged as a helpful strategy that not only improved argumentative writing skills but also fostered deeper cognitive and linguistic fluency, as well as critical thinking. The study proposes further investigation into AM with TLAN for future research endeavours.

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Section: Discussionmentioning

confidence: 99%

Section: Using Argument Mapping (Am) In Argumentative Writingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays

Robillos,

Art-in

2023

INT J INSTRUCTION

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“…This program provides a platform which the user arrives at the conception through drawing and refining reasoning clearly before use. Some studies also have shown that the positive effectiveness of using CAAM to promote the students' critical thinking strategies in different educational fields [17].…”

Section: Review Of Literaturementioning

confidence: 99%

Untitled

2018

JSSH

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Mobile assisted language learning (MALL) has developed over the past decade as an advanced ground within its own right and it is gaining acceptance everywhere recently. It is a highly popular multidisciplinary study field which increasingly attracts the attention of scholars around the world. Moreover, it has attracted the scholars who have realized the potential to apply mobile technologies to enhance learning. The study aimed to investigate whether,or not, the use of Mobile-Assisted Mind Mapping Technique (MAMMAT) can be an indicator pre-writing ability and writing proficiency level. A sample of 23 undergraduate students registered for writing course at a selected university was administered a pre-test primarily to determine their pre-writing ability and writing proficiency. The participants were trained on the use of MindMup, online mind mapping by using their mobile phone to generate, develop and organize essay outlines. Using Paired-Samples T-Test, results revealed that using Mobile-Assisted Mind Mapping Technique (MAMMAT) is an effective tool and it helps to develop ESL undergraduate students' writing skills. The findings of the study provide some pedagogical implications for employing this technique in ESL contexts improving writing skills performance.

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“…All of that is done with consideration of conceptual, methodological, criteria, or contextual evidence that forms the basis of the assessment (Facione, 2015). Critical thinking skills refer to the ability to analyze arguments, claims, or evidence; judge or evaluate arguments; make decisions or solve problems; draw conclusions using various standard patterns of reasoning such as induction and deduction; predict; verbal reasoning; interpret and explain; identify assumptions; define terms; asking questions for clarification (Davies, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Potential for the Development of Critical Thinking Tests : An Overview of Educators' Perceptions

Hidayati

Suryanti

Cahaya

2023

j. kependidikan. has. penelit. kaji. kepustakaan. bid. pendidik

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This study aimed to investigate teachers' perceptions about the need to develop critical thinking tests. The research method used quantitative descriptive. Research involved 20 biology teachers who taught at the senior high school in Riau. The data collection instrument was a questionnaire accompanied by a discussion with the teacher. The questionnaire contained questions regarding the teacher's knowledge of critical thinking, the availability of critical thinking instruments, and their implementation in learning. Data analysis was carried out in a quantitative descriptive. The results of the study show that the teachers’ knowledge of critical thinking is developing. The teacher also explained that it is crucial for students to have critical thinking skills so that measurements need to be taken. The availability of instruments to measure critical thinking when viewed from the percentage of teachers who provide them is 70%. In its implementation, the teacher makes critical thinking questions sourced from the question bank, articles, and books. The questions prepared by the teacher are also able to measure critical thinking even though they do not yet cover all aspects of critical thinking. Based on the research results, it can be recommended that the development of critical thinking tests can be carried out by the aspects of critical thinking (basic clarification, bases for a decision, inference, advanced clarification, supposition and integration, and strategies and tactics) and in line with the material being studied at school.

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Computer-Aided Argument Mapping as a Tool for Teaching Critical Thinking

Cited by 4 publications

References 18 publications

Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays

Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays

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The Potential for the Development of Critical Thinking Tests : An Overview of Educators' Perceptions

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