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Overview


Original Research

IMPROVING EFL LEARNERS’ WRITING SKILL AND SELF-REGULATION OF LEARNING AWARENESS THROUGH COMPUTER-ASSISTED ARGUMENT MAPPING (CAAM)

RODERICK JULIAN ROBILLOS

Vol 16, No 03 ( 2021 )   |  DOI: 10.5281/zenodo.6552989   |   Author Affiliation: Faculty of Education, Khon Kaen, University, Thailand   |   Licensing: CC 4.0   |   Pg no: 31-46   |   Published on: 18-03-2021

Abstract

Software and digital mapping tools have recently been used by educators and academics for several education and related purposes. The current study was set out to investigate the effect of using CAAM on Thai EFL learners’ argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subject of the study. The researcher employed an exploratory case study specifically a mixed-mode method type of research involving a single group of pre- and post-test design. Data was collected while the respondents participated in the 8 sessions of instructing them on how to use CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students’ awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy as indicated by a significant difference between their pre- and post- test results. However, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. On the other hand, qualitative findings reveal that respondents have positive responses in using CAAM on their writing processes as well as enhance their awareness on their self-regulation of learning.


Keywords

Computer-Assisted Argument Mapping, EFL argumentative writing, Self-Regulation of Learning Awareness