Digital Competence in Learning Written Academic Argumentation

Arroyo, Rosario Ruiz; Fernández-Lancho, Eric; Talavera, Estefanía

doi:10.1109/rita.2021.3052678

Cited by 9 publications

(9 citation statements)

References 35 publications

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“…Furthermore, the results of this study confirm the findings of two other studies focused on the argumentative genre [22,27] where WBWI integrated into the GBWI model was applied at the university level. These studies show significant differences in the global structuring of the text, with smaller samples.…”

Section: Discussionsupporting

confidence: 86%

“…The rhetorical steps outlining the argumentative essay moves are described in Table 8, where the rhetorical steps show a linear-cyclical sequence. This exploration confirmed the category system that describes the structure of argumentative essays by university students, validated [27,73] and replicated [22,27,32] in different studies.…”

Section: Discussionsupporting

confidence: 75%

“…These studies show significant differences in the global structuring of the text, with smaller samples. However, it is worth noting that the pilot study [27], in which the ECM was applied, shows significant effects on the global argumentative structuring both in L1 and in L2.…”

Section: Discussionmentioning

confidence: 94%

“…The LMS may also integrate other tools" ([72] p. 562). Therefore, Moodle provides appropriate software within the WBWI framework because it allows for the design and implementation of the teaching of writing in a technological context with resources, applications, and internet tools integrated into a pedagogical system used in other courses for the teaching of writing at universities [22,27,35]. All the students registered on the ECM undertook the project of constructing an original argumentative essay autonomously and collaboratively over a three-month period, in 24 one-hour sessions, using a minimum of two languages (their native language and their first foreign language).…”

Section: Treatment: the Ecmmentioning

confidence: 99%

“…Furthermore, in these studies, either only the rhetorical movements [24,25] are evaluated or the relevance, format, reliability, level, timeliness [26], and usability [23] of the software are described. In a study [27],…”

Section: Introductionmentioning

confidence: 99%

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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

2021

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The purpose of this study is to assess the learning effect of a multilingual web-based argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For this purpose, a quasi-experimental research model was applied to 150 students in the experimental group and 150 in the control group, with two measurements, pre and post-test, for three dependent variables: (a) writing metacognition and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps of an argumentative essay. The latter variable was measured by the content analysis method. Variables (a) and (b) were both measured with instruments validated in a population of 518 university students using structural equations. The findings demonstrate the positive effect of the ECM, which combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables, it was discovered, specifically, that the rhetorical steps in which the students showed a significant improvement were innovations, quotes/research, definitions of concepts, refutations, definitive reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant differences following the application of the ECM were discovered, and they were: reason summary, formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was an increase, above all, in awareness of the following metacognitive dimensions: (a) writing self-regulation; (b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The novelties of this research with respect to the precedents reside in that it offers valid and concrete results on the effect of a multilingual web design integrated into a well-defined didactic model of argumentative writing on writing metacognition and its dimensions, argumentative structuring and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of these variables, but not all of them together or their complexity. These results have allowed us to establish specific didactic–technological proposals for improving the ECM that are transferable to didactic designs to guide written argumentation at higher academic levels using multilingual web technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.

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Section: Discussionsupporting

confidence: 86%

Section: Discussionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 94%

Section: Treatment: the Ecmmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

2021

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Digital Teaching and Learning in Higher Education

2022

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He is head of the institute and coordinates a number of transnational projects. His research interests include Conversation Analysis for Second Language Acquisition (CA-SLA), telecollaboration and the use of mobile technology, syntax, low achievers, and studentsat-risk, ELT/FLT methodology in primary and secondary schools as well as Content and Language Integrated Learning (CLIL). Illie Isso, born in 1982, has been a PhD student and research assistant at the Pädagogische Hochschule Ludwigsburg, Germany, since 2021 and is responsible for project management in both the Diva project and the new EUGEN project. Previously, he completed his teacher training in the subjects of history, ethics, technology and sport with the first state examination. His research interests include history, education and social inequality, diversity, inclusion and migration. This project was funded by the German Academic Exchange Service (DAAD), Project ID 57564212.1 »Sachunterricht« is an elementary school subject in Germany that includes »science« and »social studies«.

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El modelo metasociocognitivo de la composición escrita en la educación superior

Arroyo González,

Fernández-Lancho

2013

La Argumentación Científica Multilingüe. Perspectiva Interdisciplinar

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Digital Competence in Learning Written Academic Argumentation

Cited by 9 publications

References 35 publications

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

Digital Teaching and Learning in Higher Education

El modelo metasociocognitivo de la composición escrita en la educación superior

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