Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia
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| Publicado en: | International Journal of Advanced Computer Science and Applications vol. 13, no. 10 (2022), p. n/a |
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| Autor principal: | |
| Publicado: |
Science and Information (SAI) Organization Limited
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| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | This paper aims to examine the effects of Computer-Aided Argument Mapping (CAAM) on Saudi EFL learners’ argumentative writing performance across the development of writing content and coherence and their self-regulated learning skills. A total of 40 second-year university EFL learners were purposively selected as a one-group of pre- and post-test design. Using a mixed-method approach, three research tools were utilized: pre- and post-writing tests, a Self-regulated Learning Scale (SRLS), and semi-structured interviews. Quantitative results demonstrated that EFL learners’ argumentative writing performance made noteworthy gains, as manifested by the statistically significant differences between their pre- and post-test scores. Significant positive correlations were also found between the EFL learners’ overall argumentative writing performance and the SRL factor subscales, indicating an increase in the self-regulation mechanism relative to planning, self-monitoring, evaluation, effort, and self-efficacy. Qualitative results indicate that the participants have positively embraced the integration of CAAM to improve their writing skills and self-regulation processes. Recommendations for implementing digital mapping to revolutionize EFL learning classrooms in this digital era are provided. |
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| ISSN: | 2158-107X 2156-5570 |
| DOI: | 10.14569/IJACSA.2022.0131013 |
| Fuente: | Advanced Technologies & Aerospace Database |