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Article: Improving argumentative writing: Effects of a blended learning approach and gamification

TitleImproving argumentative writing: Effects of a blended learning approach and gamification
Authors
Issue Date2018
PublisherLanguage Learning & Technology. The Journal's web site is located at http://llt.msu.edu
Citation
Language Learning & Technology, 2018, v. 22 n. 1, p. 97-118 How to Cite?
AbstractThis study investigated the effectiveness of a blended learning approach - involving the Thesis-Analysis-Synthesis Key (TASK) procedural strategy, online Edmodo discussion, 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-old) participated in the seven-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 students’ 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. Students’ and teacher’s opinions on the blended learning approach were also examined.[https://dx.doi.org/10125/44583]
Persistent Identifierhttp://hdl.handle.net/10722/243899
ISSN
2023 Impact Factor: 3.5
2023 SCImago Journal Rankings: 0.882

 

DC FieldValueLanguage
dc.contributor.authorLam, YW-
dc.contributor.authorHew, KFT-
dc.contributor.authorChiu, KF-
dc.date.accessioned2017-08-25T03:00:58Z-
dc.date.available2017-08-25T03:00:58Z-
dc.date.issued2018-
dc.identifier.citationLanguage Learning & Technology, 2018, v. 22 n. 1, p. 97-118-
dc.identifier.issn1094-3501-
dc.identifier.urihttp://hdl.handle.net/10722/243899-
dc.description.abstractThis study investigated the effectiveness of a blended learning approach - involving the Thesis-Analysis-Synthesis Key (TASK) procedural strategy, online Edmodo discussion, 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-old) participated in the seven-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 students’ 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. Students’ and teacher’s opinions on the blended learning approach were also examined.[https://dx.doi.org/10125/44583]-
dc.languageeng-
dc.publisherLanguage Learning & Technology. The Journal's web site is located at http://llt.msu.edu-
dc.relation.ispartofLanguage Learning & Technology-
dc.rightsRetrieved from http://llt.msu.edu/vol5num3/kennedy/default.html-
dc.titleImproving argumentative writing: Effects of a blended learning approach and gamification-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.emailChiu, KF: tchiu@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.identifier.authorityChiu, KF=rp02010-
dc.description.naturepublished_or_final_version-
dc.identifier.hkuros273831-
dc.identifier.hkuros304077-
dc.identifier.volume22-
dc.identifier.issue1-
dc.identifier.spage97-
dc.identifier.epage118-
dc.publisher.placeUnited States-
dc.identifier.issnl1094-3501-

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