Activating argumentation schema to write argumentatively and tactfully.

Area of Science:

• Educational Technology
• Applied Linguistics
• Rhetoric and Composition

Background:

• Argumentative writing aims for tactful, balanced argumentation.
• Computer-supported collaborative learning (CSCL) is recognized for language learning mediation, particularly in writing.
• Limited research exists on CSCL's impact on balanced argumentation schema activation.

Purpose of the Study:

• To investigate the effectiveness of QQ group discussion, a CSCL tool, in improving argumentative writing.
• To determine if CSCL mediation activates a balanced argumentation schema in college students.
• To compare CSCL-mediated writing with traditional face-to-face discussion methods.

Main Methods:

• A quasi-experiment involving 56 second-year English majors.
• An experimental group used pre-writing QQ group discussions; a control group used in-class face-to-face discussions.
• Content analysis of essays for Counterargument elements, Qualifier, and Concession, supplemented by interviews.

Main Results:

• No significant difference in Counterargument-claim and Rebuttal between groups.
• The experimental group demonstrated superior performance in Counterargument-data, Concession, and Qualifier.
• Sustained improvement in the experimental group during a delayed post-test, supported by qualitative interview data.

Conclusions:

• QQ group discussion (CSCL) effectively activates balanced argumentation schema in argumentative writing.
• CSCL mediation fosters greater argumentativeness and tactfulness compared to traditional methods.
• CSCL mediation should be integrated into argumentative writing instruction to enhance student skills.