Computer-Aided Argument Mapping within Metacognitive Approach: Its Impact on Students' Argumentative Writing Performance and Selfregulated Learning
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| Title: | Computer-Aided Argument Mapping within Metacognitive Approach: Its Impact on Students' Argumentative Writing Performance and Selfregulated Learning |
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| Language: | English |
| Authors: | Robillos, Roderick Julian, Thongpai, Jakkrapong |
| Source: | LEARN Journal: Language Education and Acquisition Research Network. Jul-Dec 2022 15(2):160-186. |
| Availability: | Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Instruction, Metacognition, Persuasive Discourse, Written Language, Writing Achievement, English (Second Language), Second Language Learning, Foreign Countries, College Students, Self Control |
| Geographic Terms: | Thailand |
| ISSN: | 2630-0672 2672-9431 |
| Abstract: | Digital visual mapping to date has recently been implemented in an English Foreign Language (EFL) classroom. However, there is a growing need to implement this digital mapping tool within a strategic approach for more effective and self-regulated learning. This paper aimed to investigate the effects of Computer-Aided Argument Mapping (CAAM) within the metacognitive approach on Thai EFL learners' argumentative writing performance across the development of writing content and writing coherence and their self-regulation of learning. A mixed-method type of research was employed involving a one-group of pre- and post-test design. A total of 21 Second Year college students was purposively selected as samples. A Self-Regulation of Learning Scale (SRS) was also used to track the development of their self-regulation. Results reveal that students' argumentative writing performance made noteworthy gains as manifested by a significant difference between their pre- and post- test results. Furthermore, five of six SRL components reveal a significant relationship with students' argumentative writing performance indicative that they have become more self-regulated in their learning in terms of planning, self-monitoring, evaluation, effort, and self-efficacy. Qualitative findings reveal that the participants have positively welcomed the use of CAAM on their writing processes and self-regulation. Finally, the study findings provide thoughtful insights into utilizing digital mapping within the metacognitive approach to improve students' argumentative writing skills and self-regulated learning as well as revolutionize EFL learning classrooms in this digital period. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1358704 |
| Database: | ERIC |
| Abstract: | Digital visual mapping to date has recently been implemented in an English Foreign Language (EFL) classroom. However, there is a growing need to implement this digital mapping tool within a strategic approach for more effective and self-regulated learning. This paper aimed to investigate the effects of Computer-Aided Argument Mapping (CAAM) within the metacognitive approach on Thai EFL learners' argumentative writing performance across the development of writing content and writing coherence and their self-regulation of learning. A mixed-method type of research was employed involving a one-group of pre- and post-test design. A total of 21 Second Year college students was purposively selected as samples. A Self-Regulation of Learning Scale (SRS) was also used to track the development of their self-regulation. Results reveal that students' argumentative writing performance made noteworthy gains as manifested by a significant difference between their pre- and post- test results. Furthermore, five of six SRL components reveal a significant relationship with students' argumentative writing performance indicative that they have become more self-regulated in their learning in terms of planning, self-monitoring, evaluation, effort, and self-efficacy. Qualitative findings reveal that the participants have positively welcomed the use of CAAM on their writing processes and self-regulation. Finally, the study findings provide thoughtful insights into utilizing digital mapping within the metacognitive approach to improve students' argumentative writing skills and self-regulated learning as well as revolutionize EFL learning classrooms in this digital period. |
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| ISSN: | 2630-0672 2672-9431 |
