The intersection of gender and culture in argumentative writing

Tsemach, Ehud; Zohar, Anat

doi:10.1080/09500693.2021.1894499

Cited by 12 publications

(7 citation statements)

References 28 publications

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“…In this study, we only considered students' domain knowledge and education levels as the variables that can influence students' performance in argumentative essay writing. However, students' other characteristics such as their epistemic beliefs (Noroozi, 2022), and culture (Tsemach & Zohar, 2021) can also influence their argumentative essay writing performance. Future studies should investigate the intersection impacts of epistemic beliefs and culture in peer feedback and argumentative essay writing performance.…”

Section: Limitations and Implications For Future Research And Practicementioning

confidence: 99%

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

et al. 2023

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We know little to what extent peer feedback strategies can be applied on a large scale in higher education for complex tasks. This study aimed to design, implement, and evaluate an online-supported peer feedback module for large-scale use to enhance higher education students’ argumentative essay writing performance. To do this, 330 students from five different courses at bachelor and master levels followed the online supported peer feedback module. In this module, students were asked to write an argumentative essay about a controversial issue, provide peer feedback for two peers, and revise their original essays based on the received feedback. Three types of data including original essay (pre-test) data, peer feedback data, and revised essay (post-test) data collected. Students also filled out the learning satisfaction questionnaire at the end of the module. The findings showed that the suggested online-supported peer feedback module was effective in improving students’ argumentative essay quality in all courses at the bachelor and master levels. The findings also showed there is a difference in the level of students’ satisfaction with the module among the courses and between the education levels. The findings of this study provide insights into and add value to the scalability of online peer feedback tools for argumentative essay writing in different contexts. Based on the findings, recommendations for future studies and educational practice are provided.

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Section: Limitations and Implications For Future Research And Practicementioning

confidence: 99%

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

et al. 2023

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show abstract

“…In the few studies that have applied the Toulmin model as an analytical, researchers have found that students are missing key elements of argumentation and several studies have shown that the overall quality of the essay is related to the elements of argument ( Stapleton & Wu (2015); Tsemach & Zohar (2021;Nussbaum & Schraw (2007). The first research was conducted by Stapleton & Wu (2015).…”

Section: Introductionmentioning

confidence: 99%

“…The second study was conducted by Tsemach & Zohar (2021). The interaction of gender, sociocultural background, and argumentative sociocentric writing is investigated in this study.…”

Section: Introductionmentioning

confidence: 99%

A Case Study of Argument Patterns in Japan and Korean Efl Learners’ Argumentative Essay

Amaliah,

Sari,

Wahyudi

2024

PJEE

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Argumentation is crucial in education in activating students’ critical thinking and increasing their ability in thinking reflectively. TAP model as an integrated assessment framework could be used to measure their critical thinking. Thus, the aims of the study are (1) to identify the elements of the argument structures in the Japanese and Korean EFL learners’ argumentative essays, based on the (adapted) Toulmin model, (2) to evaluate the quality of the Japanese and Korean EFL learners’ argumentative writing based on the uses of the Toulmin Argument Pattern (TAP), and (3) to determine whether female and male learners have the same or different quality of argument pattern. A qualitative descriptive research design and a library research approach were carried out on this study to answer the research questions. Library research was used to collect sources and evaluate the sources taken from the ICNALE and sophisticated contrastive interlanguage analysis of Asian learners of English. The data sources were the Japanese and Korean EFL learners’ argumentative writing. Based on the quality of arguments, all students covered 1–4 levels. The highest was level 2, and the lowest was level 4. It tends to be the majority of students who are still in level 2. It needs practice to write argumentatively in order to shape the writing ability to organize a good surface structure and acceptable arguments.

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“…For example, students are given the task of making various written works such as essays on various topics such as education, language, sociology, health, and biotechnology and so on. Although essay writing training is the best way for students' argumentation skills, teachers are often dissatisfied with the arguments presented in their writings (Robertson, 2014;Tsemach & Zohar, 2021). This is caused by the lack of strong arguments presented.…”

Section: Introductionmentioning

confidence: 99%

“…This is caused by the lack of strong arguments presented. A good scientific argumentative essay must meet the criteria, namely the claim must be supported by arguments, reasoning, evidence or data, and if necessary, the opposite argument must be included to strengthen the author's argument (Tsemach & Zohar, 2021;Valero Haro et al, 2019). Writing argumentative essays requires a strong argumentative approach.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

Mulyati¹,

Hadianto²

2023

INT J INSTRUCTION

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This study investigates the impact of unwritten, written, and managed online feedback on students' argumentative essay writing skills, feedback quality, and domain-specific knowledge acquisition. This study uses an experimental study with experimental and control groups to see the effect of online peer feedback on students' argumentative essay writing skills. The research participants were 270 students from Universitas Pendidikan Indonesia who were randomly divided into 135 pairs and randomly assigned to 3 conditions (unwritten, written and managed peer feedback). The online peer feedback platform is the college's own Integrated Online Learning System. The instruction guide is designed within this platform. Through this research, students are asked to write argumentative essays (individual), interact in peer argumentative feedback, and finally improve based on feedback from colleagues. The results showed that the intervention in the form of an essay writing learning process guide design through online peer feedback had a positive impact on students' ability to write argumentative essays, the quality of the feedback, and the level of students' domain-specific knowledge. In general, from the three conditions, students who were in the written condition were superior to all aspects of the ability being tested. This happens because written feedback makes students more organized in expressing their input, has time to review the feedback so that it is of high quality, and is better able to understand deeply in exploring topics, so that the level of student domain knowledge increases. The implication of this research is that it provides an alternative that online peer feedback learning can be used for students' argumentation skills. The ability of scientific argumentation is needed by students in producing scientific writings in universities.

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The intersection of gender and culture in argumentative writing

Cited by 12 publications

References 28 publications

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

Design, implementation, and evaluation of an online supported peer feedback module to enhance students’ argumentative essay quality

A Case Study of Argument Patterns in Japan and Korean Efl Learners’ Argumentative Essay

Enhancing Argumentative Writing Via Online Peer Feedback-Based Essay: A Quasi-Experiment Study

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