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5 Red Flags to Look Out for Before Getting Your Essay Written Online ...
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5 Red Flags to Look Out for Before Getting Your Essay Written Online ...
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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
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In: Mathematics ; Volume 9 ; Issue 17 (2021)
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Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
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Abstract:
Quality in higher education assumes the challenge of developing in all citizens of the 21st century the cognitive, motivational, and socio-cultural dimensions that provide them with communication competences including the use of infor-mation and communication technologies, for the dissemination of sustainable scientific knowledge in different languages. Hence this paper evaluates a di-dactic-technological process called “Ensayo Científico Multilingüe” or ECM (“Multilingual Scientific Essay”), which guides the construction of argumenta-tive texts in a shared didactic space in the native language (L1) and in the first foreign language (L2). It can be stated that the ECM creates a shared didactic-technological space in different languages, producing similar effects in L1 and L2, both on writing metacognition and on self-efficacy and argumentative structuring. The ECM en-hances the association of writing metacognition with argumentative self-efficacy in L1 and L2. However, these dimensions are not associated with the structur-ing of argumentative essays, either in L1 or in L2. Furthermore, it is verified that the described variables are associated with the didactic-technological proce-dures integrated in the ECM in the following ways: (i) the procedure to pro-mote writing metacognition (through the Lesson tool) is associated with argu-mentative structuring in L2; (ii) the extent of writing activities is associated, only, with argumentative self-efficacy in L1; and (iii) participation in the Forums presents a very low association with all the variables measured.
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Keyword:
Argumentative writing self-efficacy; L1; L2; Metacognitive writing; Structure of the argumentative essay; Web-based writing instruction
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URL: http://hdl.handle.net/10481/68242 https://doi.org/10.28945/4705
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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
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PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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Investigating writing difficulties in essay writing: Tertiary students’ perspectives
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In: English Language Teaching Educational Journal, Vol 4, Iss 1, Pp 61-73 (2021) (2021)
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Coupling text structure and self-regulated strategy instruction for ESL primary school students’ writing outcomes
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 61-76 (2021)
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The BABEL Generator and E-Rater: 21st Century Writing Constructs and Automated Essay Scoring (AES)
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In: Journal of Writing Assessment, vol 13, iss 1 (2020)
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The Effect of Peer Review on Students’ Motivation and Writing Ability
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In: IJOTL-TL (Indonesian Journal of Language Teaching and Linguistics), Vol 5, Iss 1, Pp 1-14 (2020) (2020)
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Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays
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In: Indonesian Journal of Applied Linguistics, Vol 10, Iss 1, Pp 25-35 (2020) (2020)
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Эссе-мнение как особый тип текста на английском языке ... : Opinion essay as a special type of text in English ...
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Variation of linguistic markers of stance in ESL students’ summary and argumentative essays
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In: Graduate Theses and Dissertations (2019)
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