Exploring the blended learning design for argumentative writing

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dc.contributor.authorJin, Tan
dc.contributor.authorSu, Yanfang
dc.contributor.authorLei, Jun
dc.contributor.editorGreg Kessler
dc.date.accessioned2020-06-25T18:57:36Z
dc.date.available2020-06-25T18:57:36Z
dc.date.issued2020-06-01
dc.description.abstractThe 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.
dc.identifier.citationJin, 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
dc.identifier.doi10125/44720
dc.identifier.issn1094-3501
dc.identifier.urihttp://hdl.handle.net/10125/44720
dc.publisherUniversity of Hawaii National Foreign Language Resource Center
dc.publisherCenter for Language & Technology
dc.publisher(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
dc.subjectBlended Language Learning Design
dc.subjectArgumentative Writing
dc.subjectCollaborative Writing
dc.subjectCollaborative Argumentation
dc.titleExploring the blended learning design for argumentative writing
dc.typeColumn
dc.type.dcmiText
local.llt.topicLanguage Teaching and Technology Forum
prism.endingpage34
prism.number2
prism.publicationnameLanguage Learning & Technology
prism.startingpage23
prism.volume24

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Volume 24 Number 2, June 2020 Special Issue:Technology-enhanced L2 Instructional Pragmatics