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Exploring the blended learning design for argumentative writing

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Title:Exploring the blended learning design for argumentative writing
Authors:Jin, Tan
Su, Yanfang
Lei, Jun
Contributors:Greg Kessler (editor)
Keywords:Blended Language Learning Design
Argumentative Writing
Collaborative Writing
Collaborative Argumentation
Date Issued:01 Jun 2020
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)
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
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.
URI:http://hdl.handle.net/10125/44720
ISSN:1094-3501
DOI:10125/44720
Volume:24
Issue/Number:2
Appears in Collections: Volume 24 Number 2, June 2020 Special Issue:Technology-enhanced L2 Instructional Pragmatics


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