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1	A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
	Folgado, Joana Filipa De Aranha Martins. - 2022
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2	Using Issues in Honors Education to Teach Argumentation
	Guzy, Annmarie
	In: Honors in Practice -- Online Archive (2022)
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3	Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach ...
	Abuhasan, Wlla. - : Université d'Ottawa / University of Ottawa, 2021
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4	Taking Stock of a Genre-Based Pedagogy: Sustaining the Development of EFL Students’ Knowledge of the Elements in Argumentation and Writing Improvement
	Zhang
	In: Sustainability ; Volume 13 ; Issue 21 (2021)
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5	Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
	Rosario Arroyo Arroyo González; Eric Fernández-Lancho; Juan Antonio Maldonado Maldonado Jurado
	In: Mathematics ; Volume 9 ; Issue 17 (2021)
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6	Technologies for Learning Writing in L1 and L2 for the 21st Century: effects on writing metacognition, self-efficacy and argumentative structuring
	Arroyo González, Rosario; Fernández Lancho, Eric; De la Hoz Ruiz, Javier. - : Informing Science Institute, 2021
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7	Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
	Arroyo González, Rosario; Fernández Lancho, Eric; Maldonado Jurado, Juan Antonio. - : MDPI, 2021
	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
	Keyword: Argumentative self-efficacy; Didactics of written language; Genre-based writing instruction; Multilingual scientific essay; Rhetorical moves; Technologies for writing communication; University; Writing metacognition
	URL: http://hdl.handle.net/10481/70855 https://doi.org/10.3390/math9172119
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8	Se essa rua fosse minha, eu mandava ladrilhar : os graus de autoria no ensino médio ; If this street were mine, I would have it tiled: the degrees of authorship in high school
	Pereira, Carlos Henrique Rizzo. - : Biblioteca Digital de Teses e Dissertações da USP, 2021. : Universidade de São Paulo, 2021. : Faculdade de Educação, 2021
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9	Supporting Vietnamese EFL university students’ development of argumentative writing through Systemic Functional Linguistics-based genre pedagogy
	Dinh, Thanh Liem
	In: University of Wollongong Thesis Collection 2017+ (2021)
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10	Developing Language Learners’ Use of Appraisal for Argumentative Writing: A Systemic Functional Linguistics Approach
	Abuhasan, Wlla. - : Université d'Ottawa / University of Ottawa, 2021
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11	PEER INSTRUCTION IN A FLIPPED LEARNING ENVIRONMENT: EXAMINING ESL STUDENTS' PARTICIPATION IN WRITING ARGUMENTATIVE ESSAYS
	Amreet Kaur Jageer Singh; Raja Nor Safinas Raja Harun
	In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 69-96 (2021) (2021)
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12	Exploring the blended learning design for argumentative writing
	Jin, Tan; Su, Yanfang; Lei, Jun. - : University of Hawaii National Foreign Language Resource Center, 2020. : Center for Language & Technology, 2020. : (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin), 2020
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13	Linguistic errors made by Islamic university EFL students
	Zulfadli A. Aziz; Siti Sarah Fitriani; Zahria Amalina
	In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 733-745 (2020) (2020)
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14	Academic Language Features in the Argumentative Writing of Second through Eighth Grade Students
	Taylor, Karen Suzanne. - : eScholarship, University of California, 2019
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15	Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
	Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M...
	In: Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M; & Snow, Catherine E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983 - 1007. doi:10.1007/s11145-018-9898-6. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/6414z5pr (2019)
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16	Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?
	Taylor, Karen S; Lawrence, Joshua F; Connor, Carol M...
	In: READING AND WRITING, vol 32, iss 4 (2019)
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17	Эссе-мнение как особый тип текста на английском языке ... : Opinion essay as a special type of text in English ...
	Дьячкова Ирина Александровна. - : Концепт, 2019
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18	Validity argument for EPT written argumentative essays
	Alonazi, Zaha
	In: Graduate Theses and Dissertations (2019)
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19	Opinion text : an integrated pathway of writing and the perceptions of students
	Sebastião, Isabel. - 2019
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20	The Use of Discourse Markers in Argumentative Compositions by Learners of Spanish as a Foreign Language
	Sanchez Sanchez, Sofia. - : University of Alberta. Department of Modern Languages and Cultural Studies., 2019
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