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"A frase segundo os rascunhos: um trajeto entre o oral e o escrito"
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In: Revista Letras Raras ; https://hal.archives-ouvertes.fr/hal-03641236 ; Revista Letras Raras, 2022, Universidade Federal de Campina Grande, 11 (1), ⟨10.35572/rlr.v11i1.2329⟩ (2022)
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ポライトネス・ストラテジーとしての書面語表現 : レアリアによる中国語教育の一環として（6） ; A Study on Written Expressions as Politeness Strategies in Chinese Language
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Text+: Language- and text-based Research Data Infrastructure ...
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Text+: Language- and text-based Research Data Infrastructure ...
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Text+: Language- and text-based Research Data Infrastructure ...
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Selbstreparaturen in der schriftlichen Interaktion : eine kontrastive Analyse deutscher und russischer Kurznachrichtenkommunikation
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BLLDB
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UB Frankfurt Linguistik
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Advantages of Paulo Freire's generating words method ; Ventajas del método de palabras generatrices de Paulo Freire
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In: ISSN: 2448-6248 ; Voces de la Educación ; https://hal.archives-ouvertes.fr/hal-03273106 ; Voces de la Educación , Voces de la Educación 2021 (2021)
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ДИНАМИКА ФУНКЦИОНАЛЬНОГО РАЗВИТИЯ ЯЗЫКА КОМИ В РОССИЙСКОЙ ФЕДЕРАЦИИ ... : DYNAMICS OF THE FUNCTIONAL DEVELOPMENT OF THE KOMI LANGUAGE IN THE RUSSIAN FEDERATION ...
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Croatian corpus of non-professional written language by typical speakers and speakers with language disorders RAPUT 1.0
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Calculating with Words: Perspectives from Philosophy of Media, Philosophy of Science, Linguistics and Cultural History ...
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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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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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Abstract:
This research was developed within the framework of ED.INVEST (HUM356) Research Groups financed by the Junta de Andalucia (Spain), with the project "Multilingual Communication and Citizenship Technologies" and the project "Accessible scientific writing course in Moodle to be taught in Spanish, German, English, Italian, and Catalan", financed by the Department of Planning Quality and Evaluation at the University of Granada. Reference PID14-05/Code 14-05. ; 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 selfregulation; (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. ; Junta de Andalucia European Commission HUM356 ; Department of Planning Quality and Evaluation at the University of Granada PID14-05/Code 14-05
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Keyword:
Argumentative self-efficacy; Didactics of written language; Genre-based writing instruction; Multilingual scientific essay; Rhetorical moves; Technologies for writing communication; University; Writing metacognition
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URL: http://hdl.handle.net/10481/70855
https://doi.org/10.3390/math9172119
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Características de lenguaje oral y escrito en Síndrome de X-Frágil ; Oral and written language characteristics in X-Fragile Syndrome
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A aprendizagem da ortografia sob o viés das práticas interativas ; Orthographic learning from the perspective of interactive practices
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Polysemy of ‘Common Language’ and the Modern Japanese Nation: The Universalization of a ‘Standard Language’ to correct ‘Dialects’?
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In: Acta Linguistica Asiatica, Vol 11, Iss 1 (2021) (2021)
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