Volume 22 Number 1, February 2018 Improving argumentative writing: Effects of a blended learning approach and gamification

Improving argumentative writing: Effects of a blended learning approach and gamification

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collection:
Volume 22 Number 1, February 2018
contributor.author:
Lam,Yau Wai Hew,Khe Foon Chiu, Kin Fung
date.accessioned:
2018-01-31T19:17:32Z
date.available:
2018-01-31T19:17:32Z
date.issued:
2018-02-01
description.abstract:
This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16- to 17-year-olds) participated in the 7-week study. The first experimental group (n = 22) utilized the blended learning + gamification approach. The second experimental group (n = 30) utilized only the blended learning approach. In the control group (n = 20), a teacher-led direct-instruction approach on the components of argumentation was employed. Data sources included students’ pre- and post-test written essays, students’ online Edmodo postings, and student and teacher interviews. We found a significant improvement in students’ writing using the blended learning approach. On-topic online contributions were significantly higher when gamification was adopted. Student and teacher opinions on the blended learning approach were also examined.
description.provenance:
Made available in DSpace on 2018-01-31T19:17:32Z (GMT). No. of bitstreams: 1 22_01_lamhewchiu.pdf: 301799 bytes, checksum: 444e5b7f87a345c604c03df0fd823b3e (MD5) Previous issue date: 2018-02-01
endingpage:
118
identifier.citation:
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2017). Improving argumentative writing: Effects of a blended learning approach and gamification. Language Learning & Technology, 22(1), 97–118. https://dx.doi.org/10125/44583
identifier.issn:
1094-3501 1094-3501
identifier.uri:
http://hdl.handle.net/10125/44583
number:
1
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center Michigan State University Center for Language Education and Research
site_url:
/item/10125-44583/
startingpage:
97
subject:
Writing Blended Learning and Teaching Instructional Design
title:
Improving argumentative writing: Effects of a blended learning approach and gamification
type:
Article
type.dcmi:
Text
volume:
22