Argumentation in collaboration: the impact of explicit instruction and collaborative writing on secondary school students’ argumentative writing

Abstract

This paper has investigated the importance of explicit instruction and collaborative writing on (a) argumentative writing performance and (b) self-efficacy for writing of secondary school students. This intervention study additionally aimed to evaluate the effectiveness of alternating between individual and collaborative writing throughout the writing process (planning collaboratively, writing individually, revising collaboratively, and rewriting individually). A cluster randomized control trial (CRT) design was opted for. To investigate the effect of the intervention on secondary school students’ writing performance and self-efficacy for writing, multilevel analyses were performed. It was found that the presence of explicit instruction in combination with collaborative writing is positively related to argumentative writing performance and self-efficacy for writing. Alternating between individual and collaborative writing was not significantly different from collaborating throughout all phases of the writing process. More in-depth research into the quality of collaboration is, however, needed to gain insight into the interaction processes and writing processes that take place during collaborative writing.

Interpreting collaborative reasoning and instructional strategies in argumentative writing

“…Instructional strategies is another example of an approach to argumentative writing to improve students ' text comprehension (Ka-kan-dee & Kaur, 2015). Moreover Landrieu et al, (2023) found improvement after the results of the approach instructional processes and the effects of instructional strategies were evaluated individually. Some researchers found that instructional strategies affect the students' ability in writing, as it incorporates strategies for revising and planning.…”

Interaction of the reflective ethnobiology (REBI) model and creative thinking argumentation in biodiversity material

“…A correct argument should close with a discussion or conclusion that is universal (Carugati & Perret-Clermont, 2015;Hasnunidah et al, 2019;Mercier & Sperber, 2013). Argumentation discourse needs to be adapted by students and taught explicitly through appropriate instructions, task structuring and modeling as a lesson (Landrieu et al, 2023;Manz, 2015). Scientific argumentation involves scientific reasoning in making questions based on facts (Demircioglu et al, 2022;Faize et al, 2018;Gültepe & Kılıç, 2021;Kundariati et al, 2022).…”