Improving argumentative writing: Effects of a blended learning approach and gamification
Date
2018-02-01
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University of Hawaii National Foreign Language Resource Center
Michigan State University Center for Language Education and Research
Michigan State University Center for Language Education and Research
Volume
22
Number/Issue
1
Starting Page
97
Ending Page
118
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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.
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Keywords
Writing, Blended Learning and Teaching, Instructional Design
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
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