Chapter 10: Fostering Students' Willingness and Interest in Argumentative Writing: An Intervention Study

Bernardi, Bianca De; Antolini, Emanuela

doi:10.1163/9781849508216_011

Cited by 6 publications

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“…While studies on the use of GOs with L2 learners in Colombia have focused principally on reading (for example, Roa Pinzón, 2012) or more general writing (for example, Reyes, 2011), few, if any studies-certainly in Colombia or Latin America more generally-have focused specifically on the use of GOs to support argumentative L2 writing amongst younger learners. Moreover, despite studies on the use of other strategies to foster argumentative writing in either L1 or L2 contexts (Antolini & De Bernardi, 2006;Belland, 2010;Harland, 2003;Morgan & Beaumont, 2003), little specific attention has been given to the significance of structuring basic argumentative texts as a basis for more complex written productions.…”

Section: Previous Research On Graphic Organizers Supporting Argumentative Writingmentioning

confidence: 99%

“…Effective instruction in the early years can help learners modify their existing cognitive and metacognitive learning strategies, preparing them for later academic challenges. Learning to approach argumentative texts by middle school can help students better organize their ideas and support their own opinions (Antolini & De Bernardi, 2006). Moreover, although writing argumentatively in the L2 may well be "one of the greatest challenges many English language learners (ELLs) are likely to face" (Hirvela & Du, 2013, p. 67), failing to address this challenge may leave such learners unprepared to produce or even analyze arguments presented through the L2-potentially a serious barrier in higher educational contexts or professional and civic life.…”

Section: Introductionmentioning

confidence: 99%

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Graphic Organizers Support Young L2 Writers’ Argumentative Skills

Anderson

González

Medina

2018

GIST

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Learners are increasingly required to analyze critically information presented in languages other than their first to form reasoned opinions and solve problems. It is thus urgent to develop their argumentation skills, needed not only for academic success but also later professional life—and, indeed, by participant citizens in democratic societies. Although there has been some increased interest in teaching argumentation at pre-tertiary levels, this remains a relatively unexplored issue in Colombia (and, indeed, much of the developing world), certainly when considering writing in a second language. This qualitative study analyzed the influence of graphic organizers on the development of argumentative written tasks by a group of sixth-grade English learners. Data was collected through surveys, questionnaires, focus group, a teachers’ journal, and students’ written artifacts and analyzed through the grounded theory approach. Findings revealed that using graphic organizers positively influenced learners’ argumentative writing skills, specifically through supporting strategic information planning and argumentative linearization during the pre- and while-writing stages. These understandings show that younger learners can develop complex argumentative writing skills in a second language, thereby offering significant lessons for teachers of language—and content—in both the first and additional languages.

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Section: Previous Research On Graphic Organizers Supporting Argumentative Writingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Graphic Organizers Support Young L2 Writers’ Argumentative Skills

Anderson

González

Medina

2018

GIST

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“…It has been emphasized that students' intrinsic motivation increases as a result of teaching supported by arguments (De Bernardi & Antolini, 2007). Aydoğdu (2017), in his study with sixth grade secondary school students, states that the argumentation-based learning model increases students' motivation for the course.…”

Section: Discussionmentioning

confidence: 99%

Argumentation-Based Learning Model for the Development of 7th Grade Students’ Persuasive Speaking Skills: An Action Research

Savran,

Aydın

2024

Korkut Ata Türkiyat Araştırmaları Dergisi

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The purpose of the research is to determine the effect of the Argumentation-Based Learning Model in developing the persuasive speaking skills of 7th grade students and their speaking motivation. The research was conducted based on action research, which is a process to determine and improve the quality of teaching in a real classroom environment. The study group of the research consists of 13 seventh grade students. The qualitative data of the research were obtained based on Toulmin’s Argument Classification Scheme, and the quantitative data were obtained using the Speaking Skills Attitude Scale. During the application process covering the 8th week, the speeches made by the students were recorded every week, and the argument levels were determined by analyzing the recorded speeches. Based on the scale, codes and categories were created. Maxqda 2020 data analysis program was used in the analysis of qualitative data. Attitude scores obtained with the Speaking Skills Attitude Scale were analyzed with the Wilcoxon Signed Ranks test. As a result of the research, it was determined that there was an increase in the arguments produced by the students in terms of quantity and quality and that there was a significant difference between the students’ attitudes towards speaking skills.

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“…However, very little is known about the its contribution to writing motivation. Elementary school students reported to appreciate writing with a peer (De Bernardi & Antolini, 2007;Paquette, 2009), but few studies opted for recognized motivation indicators like self-efficacy for writing or task interest and value (Boscolo, 2009;Troia et al, 2012) and few used a control research design that would reveal the added value of a collaborative approach. One study did compare fifth-and sixth-graders' motivation in individual and peer-assisted writing conditions, but no significant differences were found on motivation or self-efficacy (De Smedt, Graham, & Van Keer, 2018).…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Chapter 10: Fostering Students' Willingness and Interest in Argumentative Writing: An Intervention Study

Cited by 6 publications

References 0 publications

Graphic Organizers Support Young L2 Writers’ Argumentative Skills

Graphic Organizers Support Young L2 Writers’ Argumentative Skills

Argumentation-Based Learning Model for the Development of 7th Grade Students’ Persuasive Speaking Skills: An Action Research

Education and New Developments 2023 – Volume 1

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