Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics Exploring the blended learning design for argumentative writing

Exploring the blended learning design for argumentative writing

Repository record updated on:
May 7, 2021, 2:06 a.m.
Database record updated on:
Feb. 15, 2022, 5:20 a.m.
Last Harvested on:
Feb. 15, 2022, 5:20 a.m.
bitstream:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/772f7eaa-81f9-443c-9085-e4878c3ad583/download', '24_02_10125-44720.pdf']]
bitstream_txt:
[['https://scholarspace.manoa.hawaii.edu/bitstreams/4d6518f6-4531-4f9d-a6f8-902c5415e6ee/download', 'full_text']]
collection:
Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
contributor.author:
Jin, Tan Su, Yanfang Lei, Jun
contributor.editor:
Greg Kessler
date.accessioned:
2020-06-25T18:57:36Z
date.available:
2020-06-25T18:57:36Z
date.issued:
2020-06-01
description.abstract:
The importance of argumentative writing has long been recognized. However, many foreign language learners struggle to make effective argumentation and use appropriate language in argumentative writing. In this study, we proposed a blended learning design to address students’ problems with argumentation and language use in argumentative writing simultaneously. The design consisted of offline collaborative argumentation tasks and online collaborative writing tasks. Drawing on a focal group of seven students, we examined the online and offline experiences of the focal group by analyzing classroom discussions, different versions of online writing products, and interviews with the students. Our findings indicate that the offline collaborative argumentation tasks enabled students to have thorough discussions and make in-depth arguments, and that the online collaborative writing tasks helped students deal with their language problems in writing and internalize the language for argumentative writing. Overall, students expressed positive attitudes toward the blended design. The findings provide implications for future research designing blended courses on argumentative writing and beyond.
description.provenance:
Made available in DSpace on 2020-06-25T18:57:36Z (GMT). No. of bitstreams: 1 24_02_10125-44720.pdf: 326707 bytes, checksum: 5eb5e49580ce5a74a8c6f97bb72dc225 (MD5) Previous issue date: 2020-06-01
endingpage:
34
identifier.citation:
Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning & Technology, 24(2), 23–34. http://hdl.handle.net/10125/44720
identifier.doi:
10125/44720
identifier.issn:
1094-3501
identifier.uri:
http://hdl.handle.net/10125/44720
llt.topic:
Language Teaching and Technology Forum
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Center for Language & Technology (co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
site_url:
/item/10125-44720/
startingpage:
23
subject:
Blended Language Learning Design Argumentative Writing Collaborative Writing Collaborative Argumentation
title:
Exploring the blended learning design for argumentative writing
type:
Column
type.dcmi:
Text
volume:
24