Improving argumentative writing: Effects of a blended learning approach and gamification
| dc.contributor.author | Lam,Yau Wai | |
| dc.contributor.author | Hew,Khe Foon | |
| dc.contributor.author | Chiu, Kin Fung | |
| dc.date.accessioned | 2018-01-31T19:17:32Z | |
| dc.date.available | 2018-01-31T19:17:32Z | |
| dc.date.issued | 2018-02-01 | |
| dc.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. | |
| dc.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 | |
| dc.identifier.issn | 1094-3501 | |
| dc.identifier.issn | 1094-3501 | |
| dc.identifier.uri | http://hdl.handle.net/10125/44583 | |
| dc.publisher | University of Hawaii National Foreign Language Resource Center | |
| dc.publisher | Michigan State University Center for Language Education and Research | |
| dc.subject | Writing | |
| dc.subject | Blended Learning and Teaching | |
| dc.subject | Instructional Design | |
| dc.title | Improving argumentative writing: Effects of a blended learning approach and gamification | |
| dc.type | Article | |
| dc.type.dcmi | Text | |
| prism.endingpage | 118 | |
| prism.number | 1 | |
| prism.publicationname | Language Learning & Technology | |
| prism.startingpage | 97 | |
| prism.volume | 22 |
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