Using Digital Map Tools to Assist Learning of Argumentative Essay Writing

Fan, Chengyu; Liyanawatta, Mahesh; Yang, Su Hang; Chen, Gwo Dong

doi:10.1007/978-3-030-35343-8_82

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Argumentation is the process in which a person provides evidence and explains reasoning to support her/ his claims when he/ she makes a claim about specific issues (Fan, et al, 2019). In this study, argumentative writing is the writing genre in which the writer mentions his/ her point of view on a controversial issue and strengthens his/her point of view with arguments in order to make the audience change their mind on the controversial issue to reflect his standpoint.…”

Section: Argumentative Writing Significancementioning

confidence: 99%

Basema Fawzy El-Sayed Ibrahim: Using shared reading for developing some EFL argumentative writing skills among secondary schoolers

2023

مجلة التربية في القرن 21 للدراسات التربوية والنفسية

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The present study aimed at investigating the effect of using shared reading on developing argumentative writing skills among secondary schoolers. 50 students from first year at Badr secondary school for girls, El -Tahrir Educational directorate, El Beheira governorate were the participants of the study. They were randomly selected and divided into two groups: experimental group ( 25) and a control one (25) during the first semester 2022-2023. The study adopted the quasi experimental pre/ posttest design. While the experimental group received argumentative writing skills through shared reading reading based program, the control group received traditional instruction. An EFL argumentative writing skills test was the main tool of the study. Quantitative data were analyzed via SPSS program. The results of the study revealed that experimental group students' argumentative writing skills were noticeably improved and enhanced as a result of using shared reading based program. Therefore, the results showed that shared reading has a positive effect on developing secondary schoolers' argumentative writing skills.

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Section: Argumentative Writing Significancementioning

confidence: 99%

Basema Fawzy El-Sayed Ibrahim: Using shared reading for developing some EFL argumentative writing skills among secondary schoolers

2023

مجلة التربية في القرن 21 للدراسات التربوية والنفسية

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“…Consequently, a number of research studies have highlighted some drawbacks of the past language teaching methods in teaching argumentative writing skill. Ansarimoghaddam et al (2017), Fan et al, (2019) and Jin et al (2020) have sought to investigate how educators can improve the teaching and learning of argumentative writing by using effective methods and strategies to gauge the weaknesses of ESL students' writing ability. To address the issue, a structured teaching practice assisted by peers was considered suitable as students spend more time in the company of peers and share similar discourses that allow for greater understanding.…”

Section: Introductionmentioning

confidence: 99%

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

Singh¹,

Harun²

2022

JEELS

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Over the years, peer instruction and flipped learning approach has indicated its usefulness in teaching and learning. However, studies on how peer instruction in a flipped learning environment encourage active student participation in writing remain limited in Malaysia. Therefore, this study examines ESL students’ participation during peer instruction in the flipped learning environment when composing argumentative essays. A total of 120 upper intermediate students undergoing an English proficiency course at a teacher education institution in Malaysia participated in this study. Qualitative data were gathered from student assessment forms (pair work and group work), lesson study logs, EdPuzzle video quizzes, and samples of student worksheets. Descriptive interpretations and thematic analysis were used to analyse textual data. The findings revealed that ESL students participated in this study by engaging themselves in interactions during in-class writing activities, contributing knowledge to others, getting prepared with the essential concepts and content before class, focusing on the task, and assessing the quality of argumentative writing. The findings implicate that teachers should consider the use of peer instruction in a flipped learning environment for students to engage actively in the teaching and learning of argumentative essay writing.

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The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

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GÜRBÜZER

Küçükaydın

2022

PUJE

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The aim of this study was to examine the effects of slow motion and digital concept maps used in science lessons on primary school 3rd-grade students’ science attitudes and metacognitive awareness levels. A quasi-experimental design with a pretest-posttest control group was used. Within the scope of the study, two of the three groups determined by unbiased assignment were experimental groups and one was the control group. In one of the experimental groups (EG-1), science lessons were carried out using the slow motion technique, while digital concept mapping was applied for the other experimental group (EG-2). In the control group (CG), textbooks were followed in accordance with the science course curriculum. A total of 67 students participated in the study, with 21 students in EG-1, 25 students in EG-2, and 21 students in CG. Data were collected with the help of the Science Attitude Scale and Metacognitive Awareness Scale. ANOVA and ANCOVA were used in the analysis of data. According to the findings, both the attitude and metacognitive awareness scores of students in the EG-1 and EG-2 groups increased in the posttests. In addition, comparisons between the groups showed that digital concept maps were more effective than slow motion. Based on the results obtained, it can be suggested that further studies be carried out in different science units to evaluate the limitations of slow motion.

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Using Digital Map Tools to Assist Learning of Argumentative Essay Writing

Cited by 3 publications

References 10 publications

Basema Fawzy El-Sayed Ibrahim: Using shared reading for developing some EFL argumentative writing skills among secondary schoolers

Basema Fawzy El-Sayed Ibrahim: Using shared reading for developing some EFL argumentative writing skills among secondary schoolers

Peer Instruction In A Flipped Learning Environment: Examining ESL Students’ Participation In Writing Argumentative Essays

The Use of Slow Motion and Digital Concept Maps in Primary School: An Evaluation in Terms of Science Attitudes and Metacognitive Awareness

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