Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia
محفوظ في:
| الحاوية / القاعدة: | International Journal of Advanced Computer Science and Applications vol. 13, no. 10 (2022), p. n/a |
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| المؤلف الرئيسي: | |
| منشور في: |
Science and Information (SAI) Organization Limited
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| الموضوعات: | |
| الوصول للمادة أونلاين: | Citation/Abstract Full Text - PDF |
| الوسوم: |
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MARC
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| 022 | |a 2158-107X | ||
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| 024 | 7 | |a 10.14569/IJACSA.2022.0131013 |2 doi | |
| 035 | |a 2740752590 | ||
| 045 | 2 | |b d20220101 |b d20221231 | |
| 100 | 1 | |a Nuha Abdullah Alsmari | |
| 245 | 1 | |a Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia | |
| 260 | |b Science and Information (SAI) Organization Limited |c 2022 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a 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. | |
| 653 | |a Digital mapping | ||
| 653 | |a Writing | ||
| 653 | |a Computer aided mapping | ||
| 653 | |a Learning | ||
| 653 | |a Skills | ||
| 773 | 0 | |t International Journal of Advanced Computer Science and Applications |g vol. 13, no. 10 (2022), p. n/a | |
| 786 | 0 | |d ProQuest |t Advanced Technologies & Aerospace Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/2740752590/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/2740752590/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |