Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing

Castek, Jill; Beach, Richard; Cotanch, Heather; Scott, John

doi:10.4018/978-1-4666-5982-7.ch004

Cited by 15 publications

(7 citation statements)

References 30 publications

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“…Following the same line of thought, some researchers suggested that when implementing similar tools in instructions, teachers should scaffold with active learning strategies, such as raising questions, to better stimulate students' ideas and thinking during discussion (Lin et al, 2019;Sun et al, 2023). Other researchers have recommended that future studies should investigate less examined aspects, such as the teaching of writing in EFL education, to expand the impact of research on social annotation (Castek et al, 2014).…”

Section: Social Annotation Toolsmentioning

confidence: 99%

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Chang

Hung

Yang

2023

Computer Assisted Learning

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BackgroundCritical thinking and argumentative writing are considered complex but essential skills for learners. However, few studies have examined how instructions can be designed to optimize the development of such skills simultaneously. Contextualized in flipped language classrooms, this study aimed to develop an instructional innovation for English as a foreign language (EFL) learners.ObjectivesThis study investigated the effects of an annotation‐supported Socratic questioning (ASSQ) approach as a flipped classroom enhancement on students' argumentative writing and critical thinking in an EFL writing course.MethodsFifty students from two classes participated in the study, and they were randomly assigned to an experimental group and a comparison group. Following an 8‐week flipped learning curriculum, the experimental group learned with the proposed ASSQ approach in the enhanced flipped classroom, while the comparison group was exposed to the traditional flipped classroom. Students' argumentative writing performance was evaluated with their argumentative essays using a researcher‐developed writing rubric, and their critical thinking skills were assessed using the California Critical Thinking Skills Test.ResultsBoth groups significantly improved their argumentative writing, and the experimental group also significantly outperformed the comparison group after learning through the proposed approach. While the two groups had no significant difference in critical thinking skills, the within‐group comparison results revealed that the experimental group made significant improvements due to the instructional intervention.ImplicationsThe ASSQ approach could enhance the flipped classroom in regard to the teaching of argumentative writing, whereas it bears only limited impact on critical thinking. Overall, the positive effect of the proposed approach on enhancing English learners' argumentative writing performance was mainly attributed to the combined affordances of Socratic questioning and a social annotation tool to scaffold the students' thinking through verbal articulation, and to visualize their thinking with social annotations throughout the flipped learning process.

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Section: Social Annotation Toolsmentioning

confidence: 99%

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Chang

Hung

Yang

2023

Computer Assisted Learning

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“…Among the variety of new technologies that afford language learners' engagement in digital information literacy and reading online are annotation and social bookmarking Web 2.0 tools, such as A.nnotate and Diigo, short for Digest of Internet Information, Groups and Other Stuff (Ruffini, 2011; Thoms & Poole, 2017). Prior research on online annotation programs and language learning and teaching shows that annotation tools help language learners share knowledge, collaborate and interact, develop their higher‐level cognitive abilities (evaluating, analysing, critiquing, and summarizing), and improve their vocabulary and reading proficiency in a second language (L2; Castek et al, 2014; Lu & Deng, 2012; Yang et al, 2011). Some students, however, found other students' annotations about new vocabulary to be disruptive and useless (Hsu et al, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Language learners' digital literacies: Focus on students' information literacy and reading practices online

Vorobel

Voorhees

Gokcora

2021

Computer Assisted Learning

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The widespread use of technology and the Internet have changed many of language learners' everyday practices, including literacies. While there have been many studies with the focus on language learners' digital literacies, few, however, have explored language learners' digital information literacy and online reading practices with the use of social bookmarking tools, especially in a community college setting. We address this gap by investigating community‐college language learners' digital literacies when social bookmarking with the focus on digital information and online reading practices from an ecological perspective. In this qualitative multiple‐case study, the focal participants were five English learners, students in an English as a Second Language writing course in a community college in the northeastern United States. Data collection included interviews, observations, and researchers' e‐journals. Thorough within‐ and cross‐case analysis of data shows that language learners searched for digital texts and evaluated them based on relevance, reliability, interest, language, and importance for them and their learning community in the social bookmarking tool. The participants struggled with the number of results in search engines, keywords, and evaluation of digital texts for relevance and reliability. We show the need for more instruction, support, and guidance of language learners' digital information literacy practices as well as the benefits of providing students with opportunities to read digital texts. Our suggestions for future research include investigating the role of multimodality and other factors that influence language learners' evaluation practices when they look for and read information online.

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“…Lu and Deng found that Diigo enhanced the participants' higher order and critical thinking skills and developed a positive attitude to this social bookmarking tool. Castek, Beach, Cotanch, and Scott's (2014) study on middle school science students' annotations in Diigo revealed that students read texts more actively and used them for a variety of purposes, such as asking questions, requesting evidence from classmates to answer questions, and making judgments about the scientific texts.…”

Section: Technology and L2 Readingmentioning

confidence: 99%

ESL students’ perceptions of using a social bookmarking tool for the development of reading in a second language

2018

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Examining Middle-School Students' Uses of Diigo Annotations to Engage in Collaborative Argumentative Writing

Cited by 15 publications

References 30 publications

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Effects of an annotation‐supported Socratic questioning approach on students' argumentative writing performance and critical thinking skills in flipped language classrooms

Language learners' digital literacies: Focus on students' information literacy and reading practices online

ESL students’ perceptions of using a social bookmarking tool for the development of reading in a second language

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