View in EDS PDF Full Text

Advancing University EFL Students' Argumentative Essay Writing Performance through Knowledge-Building-Based Holistic Instruction

Saved in:
Bibliographic Details
Title: Advancing University EFL Students' Argumentative Essay Writing Performance through Knowledge-Building-Based Holistic Instruction
Language: English
Authors: Wu, Ying-Tien, Wang, Li-Jen
Source: Educational Technology & Society. Jul 2023 26(3):115-128.
Availability: International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Essays, Writing Instruction, Comparative Analysis, Teaching Methods, Holistic Approach, Persuasive Discourse, English (Second Language), Second Language Learning, Second Language Instruction, Majors (Students), Cooperative Learning, Knowledge Level, Foreign Countries
Geographic Terms: Taiwan
ISSN: 1176-3647
1436-4522
Abstract: Previous research has revealed that university students have multiple learning difficulties in argumentative essay writing (AEW). To address this issue, Knowledge building (KB) pedagogy that aims to create holistic learning environments highlighting idea-refinement, learner agency, and collaborative discourse could be promising. Therefore, this study designed and implemented two KB-based holistic AEW instructions integrating KB pedagogy and explicit instruction on argumentative essay structure and writing conventions. A quasi-experimental design explored the effects of the two holistic KB-based AEW instructions on university EFL students' AEW learning. Two classes of university EFL students were assigned to two instruction groups: The Constant agency enhancement (AE) Instruction group (n = 34) and the Progressive opportunistic collaboration (OC) Instruction group (n = 32). The treatments were two different KB-based holistic AEW instructions for 16 weeks. The participant's perception of learning environments was assessed before and after the instructions to examine if the learning environments created by the two instructions were aligned with KB pedagogy. To investigate the effects of the two instructions on students' AEW performance, the students' argumentative essays were evaluated before, in the middle, and after the instruction. It was found that the two KB-based holistic AEW instructions did align with KB pedagogy but provided university EFL students with distinct and unique learning contexts and opportunities. More importantly, this study also revealed that, compared with the Constant AE instruction, the Progressive OC instruction significantly benefited students more in their argumentative essay writing performance in both the structure and the quality of essays (p < 0.05).
Abstractor: As Provided
Entry Date: 2023
Access URL: https://www.j-ets.net/collection/published-issues/26_3
Accession Number: EJ1395352
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFN2fi6Affx8AGt_GLTLI9gAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDF1BqnKoOpVWpEcoEAIBEICBm-UYMqJwxpvLoaAelZ0WKcyWldwT1sjTDoAPyl-onXyns_1hpYYjKh8ywB6WDeh-pnqrrbGcDacbhQG2mGuDFHRjpKhj6Ow7hZgO7jVJHmP2s23rW9MiV-2tKkeZ01wKlwTu1u67NdRd0_up97VOroWKuwqnjWOmRHn8ymWZT0IjxL5yEM5z8b10PhRASYNO64P0YKPoB9QC9ePB
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1395352
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Advancing University EFL Students&#39; Argumentative Essay Writing Performance through Knowledge-Building-Based Holistic Instruction
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wu%2C+Ying-Tien%22&quot;&gt;Wu, Ying-Tien&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Wang%2C+Li-Jen%22&quot;&gt;Wang, Li-Jen&lt;/searchLink&gt;
– Name: TitleSource
  Label: Source
  Group: Src
  Data: &lt;searchLink fieldCode=&quot;SO&quot; term=&quot;%22Educational+Technology+%26+Society%22&quot;&gt;&lt;i&gt;Educational Technology &amp; Society&lt;/i&gt;&lt;/searchLink&gt;. Jul 2023 26(3):115-128.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: International Forum of Educational Technology &amp; Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles&lt;br /&gt;Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: &lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Higher+Education%22&quot;&gt;Higher Education&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;EL&quot; term=&quot;%22Postsecondary+Education%22&quot;&gt;Postsecondary Education&lt;/searchLink&gt;
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Undergraduate+Students%22&quot;&gt;Undergraduate Students&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Essays%22&quot;&gt;Essays&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Writing+Instruction%22&quot;&gt;Writing Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Comparative+Analysis%22&quot;&gt;Comparative Analysis&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teaching+Methods%22&quot;&gt;Teaching Methods&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Holistic+Approach%22&quot;&gt;Holistic Approach&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Persuasive+Discourse%22&quot;&gt;Persuasive Discourse&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22English+%28Second+Language%29%22&quot;&gt;English (Second Language)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Second+Language+Learning%22&quot;&gt;Second Language Learning&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Second+Language+Instruction%22&quot;&gt;Second Language Instruction&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Majors+%28Students%29%22&quot;&gt;Majors (Students)&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cooperative+Learning%22&quot;&gt;Cooperative Learning&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Knowledge+Level%22&quot;&gt;Knowledge Level&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Foreign+Countries%22&quot;&gt;Foreign Countries&lt;/searchLink&gt;
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Taiwan%22&quot;&gt;Taiwan&lt;/searchLink&gt;
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1176-3647&lt;br /&gt;1436-4522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Previous research has revealed that university students have multiple learning difficulties in argumentative essay writing (AEW). To address this issue, Knowledge building (KB) pedagogy that aims to create holistic learning environments highlighting idea-refinement, learner agency, and collaborative discourse could be promising. Therefore, this study designed and implemented two KB-based holistic AEW instructions integrating KB pedagogy and explicit instruction on argumentative essay structure and writing conventions. A quasi-experimental design explored the effects of the two holistic KB-based AEW instructions on university EFL students&#39; AEW learning. Two classes of university EFL students were assigned to two instruction groups: The Constant agency enhancement (AE) Instruction group (n = 34) and the Progressive opportunistic collaboration (OC) Instruction group (n = 32). The treatments were two different KB-based holistic AEW instructions for 16 weeks. The participant&#39;s perception of learning environments was assessed before and after the instructions to examine if the learning environments created by the two instructions were aligned with KB pedagogy. To investigate the effects of the two instructions on students&#39; AEW performance, the students&#39; argumentative essays were evaluated before, in the middle, and after the instruction. It was found that the two KB-based holistic AEW instructions did align with KB pedagogy but provided university EFL students with distinct and unique learning contexts and opportunities. More importantly, this study also revealed that, compared with the Constant AE instruction, the Progressive OC instruction significantly benefited students more in their argumentative essay writing performance in both the structure and the quality of essays (p &lt; 0.05).
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: URL
  Label: Access URL
  Group: URL
  Data: &lt;link linkTarget=&quot;URL&quot; linkTerm=&quot;https://www.j-ets.net/collection/published-issues/26_3&quot; linkWindow=&quot;_blank&quot;&gt;https://www.j-ets.net/collection/published-issues/26_3&lt;/link&gt;
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1395352
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1395352
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 115
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Essays
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Holistic Approach
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Advancing University EFL Students' Argumentative Essay Writing Performance through Knowledge-Building-Based Holistic Instruction
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Wu, Ying-Tien
      – PersonEntity:
          Name:
            NameFull: Wang, Li-Jen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1176-3647
            – Type: issn-electronic
              Value: 1436-4522
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Educational Technology & Society
              Type: main
ResultId 1