Abstract:This paper aims to examine the effects of Computer-Aided Argument Mapping (CAAM) on Saudi EFL learners' argumentative writing performance across the development of writing content and coherence and their selfregulated learning skills. A total of 40 second-year university EFL learners were purposively selected as a one-group of preand post-test design. Using a mixed-method approach, three research tools were utilized: pre-and post-writing tests, a Selfregulated Learning Scale (SRLS), and semi-structured intervi… Show more
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