The Effect of Argument Mapping Instruction on L2 Writing Achievement across Writing Tasks and Writing Components: A Case of Iranian EFL Learners مقالة

مؤلف: Malmir، Ali ؛ Khosravi، Fatemeh ؛

Applied Research on English Language November 2018، Volume 7 - Number 4 التصنيف: العلمية - البحثية/ISC (‎26 صفحة - من 515 إلی 540 )

الکلمات المفتاحية: Argument Mapping Expository Writing descriptive writing writing achievement

خلاصة:

Argument maps as schematic representations of arguments and their logical and evidential relationships are effective diagrams for instruction in education as well as in L2 development. However, their use for teaching L2 writing in EFL contexts has not been adequately studied. Therefore, this study investigated the effect of argument mapping instruction on Iranian EFL learners’ writing achievement and writing components, including grammar, coherence, cohesion, and task accomplishment in expository and descriptive essays. The participants were 60 intermediate EFL learners at Fadak language institute in Tehran. The selected participants were randomly divided into two groups: an experimental and a control group, each including 30 participants. Materials, coursebooks, and the teacher were the same for the study groups. However, the participants in the experimental group received specific instruction about the use of argument maps before and during their writing. After 10 sessions of treatment, the learners in the two groups were asked to write a descriptive and an expository paragraph. The paragraphs were rated by two raters and the final score was the average of the scores given by the two raters. The results of the data analysis revealed that argument mapping strategies had significant improvement impact on expository and descriptive writing tasks and could improve participants’ writing in terms of grammar, coherence, cohesion, and task achievement. However, argument mapping was not beneficial in improving the vocabulary of study participants’ writing. Findings of the study suggest that EFL language instructors and learners can use argument maps for teaching descriptive and expository writing.

ملخص الجهاز:

Therefore, this study investigated the effect of argument mapping instruction on Iranian EFL learners‟ writing achievement and writing components, including grammar, coherence, cohesion, and task accomplishment in expository and descriptive essays. Findings of the study suggest that EFL language instructors and learners can use argument maps for teaching descriptive and expository writing. g. Davies, 2008, 2009, 2010, 2012; Dwyer, Hogan, & Stewart, 2011; Easterday, Aleven, Scheines, & Carver, 2009; Kirschner, Buckingham-Shum & Carr, 2012; Ohl, 2008; Paas & Sweller, 2012; Rider & Thomason, 2008; Santiago, 2011; Utah & Waters, 2014; van Gelder, 2002, 2005, 2007, 2013; van Gelder, Bissett, & Cumming, 2004). Accordingly, the current study was designed and carried out to provide SLA researchers with deeper insight into the effects of using argument maps for promoting task achievement, coherence and cohesion, grammar, and vocabulary components across two frequent writing tasks of exposition and description. A lot of research has been carried on the use of manual and computer-based argument mapping strategies for enhancing L2 learners‟ critical thinking which is considered as the foundation of many language skills and subskills (Chamot, 1995; Eftekhari, Sotoudehnama & Marandi, 2016; Harrell & Wetzel, 2015). As far as Iranian EFL context is concerned, a few studies can be reported on the use of argument maps for teaching writing skill (Abdollahzadeh & Fard Kashani, 2011; Ahangari & Behzady, 2012; Pishghadam & Ghanizadeh, 2006).

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