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Examining the Impact of Translanguaging-Enriched Argument Mapping on Higher Education EFL Students' Argumentative Writing Skills

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Title: Examining the Impact of Translanguaging-Enriched Argument Mapping on Higher Education EFL Students' Argumentative Writing Skills
Language: English
Authors: Roderick Julian Robillos (ORCID 0000-0001-7190-7679)
Source: Journal of Applied Research in Higher Education. 2025 17(6):2384-2402.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Code Switching (Language), Higher Education, English (Second Language), Persuasive Discourse, Writing Skills, Concept Mapping, Teaching Methods, Second Language Instruction, Foreign Countries, Universities, Rhetoric, Scores, Student Attitudes, Student Experience, College Students, Skill Development, Second Language Learning, Visual Aids
Geographic Terms: Thailand
DOI: 10.1108/JARHE-05-2024-0218
ISSN: 2050-7003
1758-1184
Abstract: Purpose: This research explores the effects of combining argument mapping (AM) with translanguaging pedagogy on the argumentative writing abilities of third-year university English as a Foreign Language students (EFL) at a Thai university. The aim is to explore synergies between AM and translanguaging to enhance students' argumentative writing skills and contribute to language education literature. Design/methodology/approach: A sequential mixed-method research type, utilizing a single-group pre- and post-test design, was employed. About 27 third-year EFL university students participated in 13 sessions of AM with translanguaging to facilitate their argumentative writing tasks. Findings: Quantitative results revealed a significant difference across development of writing content and development of writing coherence as manifested in their pre- and post-test scores. ANOVA showed significant differences in students' quiz writing performances. Additionally, the participants perceived translanguaging as a normative and respectful practice, despite being EFL learners. Qualitative findings indicated participants embraced the use of AM with translanguaging, acknowledging its benefits in enhancing their writing tasks. Originality/value: This study highlights the innovative approach of this integration, not only for improving argumentative writing skills but also for fostering cognitive and linguistic fluency, along with critical thinking skills. This contributes to language education literature, urging further exploration of AM with translanguaging in diverse educational contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497384
Database: ERIC
FullText Text:
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  Data: Examining the Impact of Translanguaging-Enriched Argument Mapping on Higher Education EFL Students' Argumentative Writing Skills
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  Data: <searchLink fieldCode="AR" term="%22Roderick+Julian+Robillos%22">Roderick Julian Robillos</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7190-7679">0000-0001-7190-7679</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Research+in+Higher+Education%22"><i>Journal of Applied Research in Higher Education</i></searchLink>. 2025 17(6):2384-2402.
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: Y
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  Data: 19
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  Data: 2025
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  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>
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  Data: <searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Mapping%22">Concept Mapping</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink>
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  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1108/JARHE-05-2024-0218
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2050-7003<br />1758-1184
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This research explores the effects of combining argument mapping (AM) with translanguaging pedagogy on the argumentative writing abilities of third-year university English as a Foreign Language students (EFL) at a Thai university. The aim is to explore synergies between AM and translanguaging to enhance students' argumentative writing skills and contribute to language education literature. Design/methodology/approach: A sequential mixed-method research type, utilizing a single-group pre- and post-test design, was employed. About 27 third-year EFL university students participated in 13 sessions of AM with translanguaging to facilitate their argumentative writing tasks. Findings: Quantitative results revealed a significant difference across development of writing content and development of writing coherence as manifested in their pre- and post-test scores. ANOVA showed significant differences in students' quiz writing performances. Additionally, the participants perceived translanguaging as a normative and respectful practice, despite being EFL learners. Qualitative findings indicated participants embraced the use of AM with translanguaging, acknowledging its benefits in enhancing their writing tasks. Originality/value: This study highlights the innovative approach of this integration, not only for improving argumentative writing skills but also for fostering cognitive and linguistic fluency, along with critical thinking skills. This contributes to language education literature, urging further exploration of AM with translanguaging in diverse educational contexts.
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  Data: 2026
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  Label: Accession Number
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  Data: EJ1497384
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1497384
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        Value: 10.1108/JARHE-05-2024-0218
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      – Text: English
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        PageCount: 19
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    Subjects:
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Universities
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      – SubjectFull: Rhetoric
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      – SubjectFull: Scores
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Visual Aids
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      – SubjectFull: Thailand
        Type: general
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      – TitleFull: Examining the Impact of Translanguaging-Enriched Argument Mapping on Higher Education EFL Students' Argumentative Writing Skills
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