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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
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
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  Data: Computer-Aided Argument Mapping within Metacognitive Approach: Its Impact on Students' Argumentative Writing Performance and Selfregulated Learning
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  Data: 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
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  Data: 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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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 27
        StartPage: 160
    Subjects:
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Metacognition
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Writing Achievement
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      – SubjectFull: Second Language Learning
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      – SubjectFull: Foreign Countries
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      – SubjectFull: College Students
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      – SubjectFull: Self Control
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      – SubjectFull: Thailand
        Type: general
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      – TitleFull: Computer-Aided Argument Mapping within Metacognitive Approach: Its Impact on Students' Argumentative Writing Performance and Selfregulated Learning
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