Learners' Writing Skill and Self-Regulation of Learning Awareness Using Computer-Assisted Argument Mapping (CAAM)
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| Title: | Learners' Writing Skill and Self-Regulation of Learning Awareness Using Computer-Assisted Argument Mapping (CAAM) |
|---|---|
| Language: | English |
| Authors: | Robillos, Roderick Julian |
| Source: | Teaching English with Technology. 2021 21(4):76-93. |
| Availability: | IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing Skills, Self Management, Self Efficacy, Concept Mapping, Computer Software, Computer Assisted Instruction, Persuasive Discourse, Instructional Effectiveness, Progress Monitoring, English (Second Language), Second Language Learning, College Freshmen, Late Adolescents, Foreign Countries |
| Geographic Terms: | Thailand |
| ISSN: | 1642-1027 |
| Abstract: | Software and digital visual mapping tools have recently been implemented by educators and academics for several educational and related purposes. The current study was set out to explore the effect of using CAAM on Thai EFL learners' argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subjects of the study. The researcher used a mixed-mode method type of research involving a pre- and post-test design. Data was collected from a single group of participants who participated in eight sessions based on the use of CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students' awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy, as indicated by a significant difference between their pre- and post- test results. Furthermore, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. Finally, qualitative findings reveal that the respondents had positive feelings about using CAAM in their writing processes as well as enhanced their awareness on their self-regulation of learning. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1324017 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1324017 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Learners' Writing Skill and Self-Regulation of Learning Awareness Using Computer-Assisted Argument Mapping (CAAM) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Robillos%2C+Roderick+Julian%22">Robillos, Roderick Julian</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Teaching+English+with+Technology%22"><i>Teaching English with Technology</i></searchLink>. 2021 21(4):76-93. – Name: Avail Label: Availability Group: Avail Data: IATEFL Poland Computer Special Interest Group / University of Nicosia / Maria Curie-Sklodowska University. Ul. J. Sowinskiego 17, 20-041 Lublin, Poland. Web site: http://tewtjournal.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Progress+Monitoring%22">Progress Monitoring</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Late+Adolescents%22">Late Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1642-1027 – Name: Abstract Label: Abstract Group: Ab Data: Software and digital visual mapping tools have recently been implemented by educators and academics for several educational and related purposes. The current study was set out to explore the effect of using CAAM on Thai EFL learners' argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subjects of the study. The researcher used a mixed-mode method type of research involving a pre- and post-test design. Data was collected from a single group of participants who participated in eight sessions based on the use of CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students' awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy, as indicated by a significant difference between their pre- and post- test results. Furthermore, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. Finally, qualitative findings reveal that the respondents had positive feelings about using CAAM in their writing processes as well as enhanced their awareness on their self-regulation of learning. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1324017 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1324017 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 76 Subjects: – SubjectFull: Writing Skills Type: general – SubjectFull: Self Management Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Concept Mapping Type: general – SubjectFull: Computer Software Type: general – SubjectFull: Computer Assisted Instruction Type: general – SubjectFull: Persuasive Discourse Type: general – SubjectFull: Instructional Effectiveness Type: general – SubjectFull: Progress Monitoring Type: general – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Learning Type: general – SubjectFull: College Freshmen Type: general – SubjectFull: Late Adolescents Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Thailand Type: general Titles: – TitleFull: Learners' Writing Skill and Self-Regulation of Learning Awareness Using Computer-Assisted Argument Mapping (CAAM) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Robillos, Roderick Julian IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-electronic Value: 1642-1027 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Teaching English with Technology Type: main |
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