Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes
Metadatos
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MDPI
Materia
Technologies for writing communication Didactics of written language Argumentative self-efficacy Rhetorical moves Writing metacognition University Multilingual scientific essay Genre-based writing instruction
Date
2021-09-01Referencia bibliográfica
Arroyo González, R.; Fernández-Lancho, E.; Maldonado Jurado, J.A. Learning Effect in a Multilingual Web-Based ArgumentativeWriting Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes. Mathematics 2021, 9, 2119. [https://doi.org/10.3390/math9172119]
Patrocinador
Junta de Andalucia European Commission HUM356; Department of Planning Quality and Evaluation at the University of Granada PID14-05/Code 14-05Résumé
The purpose of this study is to assess the learning effect of a multilingual web-based
argumentative writing instruction model called the Ensayo Científico Multilingüe (ECM, Multilingual
Scientific Essay) adapting the didactic model called Genre-based Writing Instruction (GBWI) in
an experiment conducted over three months. For this purpose, a quasi-experimental research
model was applied to 150 students in the experimental group and 150 in the control group, with
two measurements, pre and post-test, for three dependent variables: (a) writing metacognition
and its dimensions; (b) written argumentative self-efficacy; and (c) rhetorical moves and steps
of an argumentative essay. The latter variable was measured by the content analysis method.
Variables (a) and (b) were both measured with instruments validated in a population of 518 university
students using structural equations. The findings demonstrate the positive effect of the ECM, which
combines WBWI and GBWI in argumentative written learning in the students’ mother tongue in all
variables measured, applying statistics such as the Shapiro–Wilk statistic, parametric contrast, and
the Wilcoxon signed-rank test. In relation to the findings, with respect to the evaluated variables,
it was discovered, specifically, that the rhetorical steps in which the students showed a significant
improvement were innovations, quotes/research, definitions of concepts, refutations, definitive
reasons, and bibliographical references. Likewise, the rhetorical steps that did not present significant
differences following the application of the ECM were discovered, and they were: reason summary,
formulation of premise, and reasons for. Furthermore, it can be stated that for the ECM there was
an increase, above all, in awareness of the following metacognitive dimensions: (a) writing selfregulation;
(b) writing planning; and (c) writing revision, as well as argumentative self-efficacy. The
novelties of this research with respect to the precedents reside in that it offers valid and concrete
results on the effect of a multilingual web design integrated into a well-defined didactic model of
argumentative writing on writing metacognition and its dimensions, argumentative structuring
and its rhetorical steps, and argumentative self-efficacy. The related studies consider only some of
these variables, but not all of them together or their complexity. These results have allowed us to
establish specific didactic–technological proposals for improving the ECM that are transferable to
didactic designs to guide written argumentation at higher academic levels using multilingual web
technologies and integrating the metacognitive, behavioral, and motivational dimensions of writing.