| 1 |
The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson
|
|
|
|
In: Electronic Theses and Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
From Panic to Joy: The Socio-emotional Side of Information Literacy for First-Generation College Students
|
|
|
|
In: Georgia International Conference on Information Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
|
|
|
|
In: Georgia International Conference on Information Literacy (2022)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Specialized writing instruction for deaf students: A randomized controlled trial
|
|
|
|
In: Theory and Practice in Teacher Education Publications and Other Works (2022)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Using Issues in Honors Education to Teach Argumentation
|
|
|
|
In: Honors in Practice -- Online Archive (2022)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Critical Workshop: Writing Revision and Critical Pedagogy in the Middle School Classroom
|
|
|
|
In: Doctoral Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Using ‘How To …’ Videos in Feedforward Practices to Support the Development of Academic Writing
|
|
|
|
In: Journal on Empowering Teaching Excellence (2022)
|
|
BASE
|
|
Show details
|
|
|
| 8 |
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
First-Year-Composition Writing Conferences as a Pathway for Becoming Graduate Teaching Assistants
|
|
|
|
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Closing The English Language Proficiency Gap In Post-Secondary Education In Canada
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Textproduktion von schwach schreibenden Jugendlichen. Eine empirische Studie zum Schreibprozess im Kontext des persuasiven Argumentierens
|
|
Lindauer, Nadja. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
|
|
In: Münster ; New York : Waxmann 2021, 306 S. - (Sprachliche Bildung – Studien; 9) (2021)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
OER Guide for WR 227 Instructors: Using Open Educational Resources (OERs) in WR 227 Courses
|
|
|
|
In: PDXOpen: Open Educational Resources (2021)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Translanguaging and Academic Writing: Possibilities and Challenges in English-Only Classrooms ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
TESOL Applications of the Regressive Imagery Dictionary: An Exploratory Analysis of Word Frequency, Text-Type, and Narrative Production ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Completing the first assignment: A case study of the writing processes of a successful and an unsuccessful student
|
|
|
|
In: Research outputs 2014 to 2021 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves and Self-Efficacy for Scientific Purposes
|
|
|
|
In: Mathematics ; Volume 9 ; Issue 17 (2021)
|
|
Abstract:
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.
|
|
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: https://doi.org/10.3390/math9172119
|
|
BASE
|
|
Hide details
|
|
|
|
|
