Genre-based writing instruction blended with an online writing tutorial system for the development of academic writing

Hsu, Wei Chen; Liu, Gi‐Zen

doi:10.1093/llc/fqy021

Cited by 26 publications

(23 citation statements)

References 65 publications

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“…The findings of the present study also coincide with those of Hsu and Liu (2019) (where a bilingual web is applied) regarding the structuring in L2. However, the aforementioned study focuses on the structure of research articles.…”

Section: Discussionsupporting

confidence: 90%

“…Undoubtedly, the conclusions of the present study promote the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed (i) to adapt and implement the genre-based writing instructions methodology (Hsu & Liu, 2019;Kuiper et al, 2017;Wingate, 2012) to the technological context of the ECM in order to improve the results in argumentative structuring, in both L1 and L2; (ii) incorporate collaborative technologies in the construction of the text such as the wiki (Chu et al, 2017;Yim & Warschauer, 2017) in order to enhance the associations of argumentative writing self-efficacy with argumentative structuring, especially in L2; (iii) reduce the number of forums and replace the extensive activities with micro-tasks (Salinas & Marín, 2015) to offer more agility to the didactic-technological procedures of the ECM, seeking an optimisation of self-efficacy and argumentative structuring in L1 and argumentative structuring in L2; and (iv) present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups.…”

Section: Discussionmentioning

confidence: 99%

“…In this line, some WBWI has been developed: All the research mentioned highlights the didactic possibilities of WBWI to promote written communication at university, either in L1or in L2. However, Hsu and Liu (2019) and Lin et al (2017) offer a WBWI with a shared interface on L1 and L2. The results of these studies indicate that the participants consider that are useful for improving the learning of writing research articles in L2.…”

Section: Web-based Writing Instruction In L1 and L2mentioning

confidence: 99%

“…In a more specific way, written argumentative communication is the best method for solving real problems in a critical and cooperative manner (Putu Dian Sawitri, 2019). Therefore, written argumentation is configured as a decisive competence for academic, technical, and business purposes, with clear implications for the development and dissemination in research articles of scientific models of ecological and social sustainability (Hsu & Liu, 2019). Undoubtedly, critical reflection through argumentative writing implies an effective scientific communication of contrasted positions, and this is the basis for promoting a technological culture devoid of violence and aggression.…”

Section: Introductionmentioning

confidence: 99%

“…Studies on the use of ICTs in order to promote the learning of written communication highlights the necessary mediation of digital competence, both in teachers and students (Evia & Arroyo, 2018;Relles & Tierney, 2013). Also, the dialogic dimension between students, teachers and texts is emphasised when ICTs are used (Sousa, 2017), and the need for a positive evaluation of writing learning is highlighted both in monolingual technological contexts (Arroyo et al, 2021;Cebrian-Robles et al, 2018;Luna et al, 2020) and in bilingual or multilingual technological contexts (Arroyo et al, in press;Hsu & Liu, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Technologies for Learning Writing in L1 and L2 for the 21st Century: Effects on Writing Metacognition, Self-Efficacy and Argumentative Structuring

2021

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Aim/Purpose: Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of information and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a didactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumentative texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). Background: Although the use of information and communication technologies (ICTs) in educational contexts stands out as an index of quality, some studies indicate that these technologies, by themselves, do not produce changes in learning. The possibility that ICTs can contribute to a university-quality education is by providing measures that allow verification of the effects on the real improvement of the learning of communication competences of students and, especially, in the learning of written communication for the purpose of scientific dissemination. In order to do so, this research is based on the Metasociocognitive Written Composition (MWC) model that explains university writing as a complex process in which, metacognitively, cognitive-linguistic competences and socio-cultural experiences interact with motivational factors to achieve outreach objectives within a disciplinary field. This interaction always takes place by applying a specific textual genre. Methodology: For this research, a mixed quasi-experimental research design was proposed, with a control and an experimental group with 50 university students in each group. This design included two repeated measures (pre-test, post-test) for three dependent variables: (i) metacognition of writing; (ii) self-efficacy of argumentative writing; and (iii) structuring of the argumentative essay, in both L1 and L2. Validated instruments were selected and the correlations between the variables described both before and after the application of the ECM, in L1 and L2, as well as their correlations with the didactic-technological procedures integrated in the ECM: written activities, their extension, languages used, Lesson and Forums. Contribution: This article analyses the didactic-technological procedures that may be influencing the improvement in the learning of argumentative writing, both in L1 and L2, with validity and reliability. This enables the establishment of technological strategies for teaching shared in L1 and L2, both real and contrasted. Findings: It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM enhances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structuring of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological procedures integrated in the ECM in the following ways: (i) the procedure to promote writing metacognition (through the Lesson tool) is associated with argumentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured. Recommendations for Practitioners: The present study promotes the application of the ECM by introducing changes in the procedures to improve its effectiveness in argumentative writing learning of a scientific nature, in L1 and L2. In this sense, it is proposed: (i) to adapt and implement the genre-based writing instructions methodology to the technological context; (ii) incorporate more collaborative technologies in the construction of the text; and (iii) reduce the number of forums and replace the extensive activities with micro activities. Recommendation for Researchers: Present the ECM in an open mode that allows access to international students and, thus, to be able to validate the instruments in different languages, checking its effects with a diversity of groups. Impact on Society: The results of this research show that it is possible to promote the learning of argumentative writing in L1 and L2 from the first year of university, sharing didactic-technological learning spaces. The potential of ICT to help students manage and acquire better scientific writing skills in different languages and its positive results to meet the needs of students, both in L1 and L2, is especially demonstrated. In short, the procedures, resources, applications, and tools integrated in a didactic process are described, demonstrating their effectiveness, for the development of communicative competences of scientific dissemination. Undoubtedly, this contributes to a quality higher education, so demanded internationally, for the creation of a culture of peace and cooperation that enables sustainable global development. Future Research: Another line of research that is being developed in the future is the adaptation of ECM to the teaching of other genres and educational levels, as well as for the integration of people with functional diversity and immigrants.

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Section: Discussionsupporting

confidence: 90%