Teaching argumentative writing to teachers and students: effects of professional development

Howell, Emily; Hunt-Barron, Sarah; Kaminski, Rebecca; Sanders, Rachel Kaminski

doi:10.1080/19415257.2016.1272478

Cited by 8 publications

(5 citation statements)

References 10 publications

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“…The same was found at the domain-general and domainspecific knowledge levels. This condition occurs because students who are in a written and managed condition feel that the support of instructions and directions in carrying out the feedback process can improve students' abilities in general (Hadianto et al, 2021b;Hill, 2015;Howell et al, 2018). In contrast to students in unwritten conditions who did not receive instructional intervention in providing feedback…”

Section: Discussionmentioning

confidence: 99%

“…Several previous studies have proven that peer feedback can improve student writing quality, feedback quality, acquire domainspecific knowledge, and change students' attitudes towards written subjects (Fischer & Gottweis, 2013;Goldberg et al, 2011). Although this peer feedback method has been proven to be effective, there are some criticisms in its implementation, including the quality of feedback that does not meet the criteria due to poor knowledge and ability of students, emotional and psychological problems in giving and receiving critical feedback from colleagues (Howell et al, 2018;Noroozi et al, 2020). This challenge indicates that this peer feedback method needs to be supported by a condition that can optimize its function.…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

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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“…Learning how digital tools are integrated into curriculum pedagogically, co-inquiry (TK, PK, CK) Desimone (2009) discussed research having reached some consensus as to components necessary for successful PD: content focus, active learning, coherence, duration, and collective participation (see also Howell, Hunt-Barron, Kaminski, & Sanders, 2018). More recently, in a review of 35 studies, Darling-Hammond, Hyler, and Gardner (2017) identified the following effective elements: content focus, active learning, collaboration, models of effective practice, coaching/expert support, feedback/reflection, and duration.…”

Section: Context and Assessmentmentioning

confidence: 99%

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Howell

Pérez

Abraham

2020

Reading Research Quarterly

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In this formative experiment, the authors focused on developing professional development for upper elementary school teachers and investigating how it was integrated into teachers’ instruction to improve their ability to make writing a more digital, participatory process. Theoretical perspectives pertaining to technology use in education specify that this instruction should emphasize students creating rather than consuming information from media sources and that this creation process should be social. However, recent research of preadolescents has shown that although these students are using technology more in schools, they are often using technology to consume rather than create information. Further, literacy teachers, in particular, have identified barriers to integrating technology effectively into their curriculum. Thus, there is a critical need for professional development that helps teachers more effectively integrate technology into their classrooms. The objective of this study was to develop a professional development model that helps teachers engage students in writing as both a digital process and a social process. The essential elements studied in this model include the following: (a) sustained professional development, including the gradual release of teacher inquiry; (b) writing as a social practice; and (c) the use of digital tools to engage students in writing. Using both qualitative and quantitative methods, the authors studied the implementation of this professional development model in a summer institute and in teacher classrooms.

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“…Learning to write in a foreign language is a complex problem-solving process, requiring not only a range of skills from writing English letters to composing complete essays but also the ability to make claims and provide appropriate supporting details ( Kirkland and Saunders, 1991 ; Bruning and Horn, 2010 ; Howell et al, 2018 ). Students need to develop the skills of generating, organizing, and refining ideas by being involved in complex activities, such as brainstorming, discussing, outlining, drafting, monitoring, and revising ( Raimes, 1992 ; Hyland, 2003a ).…”

Section: Introductionmentioning

confidence: 99%

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

Jiang

Kalyuga

2022

Front. Psychol.

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Learning to write in a foreign language is a complex cognitive process. The process-genre approach is a common instructional practice adopted by language teachers to develop learners’ writing abilities. However, the interacting elements of procedural knowledge, linguistic knowledge, and generic knowledge in this approach may exceed the capacity of an individual learner’s working memory, thus actually hindering the acquisition of writing skills. According to the collective working memory effect, it was hypothesized that teaching writing skills of English as a foreign language by adopting a process-genre approach in collaborative conditions could lead to better writing performance, lower cognitive load, and higher instructional efficiency. The reported experiment compared learning writing skills of English as a foreign language in individual and collaborative instructional conditions from a cognitive load perspective, a rarely adopted approach in this field. The results indicated that the collaborative instructional condition was more effective and efficient than the individual instructional condition in improving the quality of written products as well as in optimizing the cognitive (working memory) load experienced by the learners. Measures of cognitive load were used to support the cognitive load theory’s interpretation of the results, which is the unique contribution of this research study to the field.

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Teaching argumentative writing to teachers and students: effects of professional development

Cited by 8 publications

References 10 publications

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

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

Toward a Professional Development Model for Writing as a Digital, Participatory Process

Learning English as a Foreign Language Writing Skills in Collaborative Settings: A Cognitive Load Perspective

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