Developing a chatbot-assisted approach to enhance the teaching and learning of argumentative writing

Abstract

The use of chatbots as a pedagogical tool for teaching English as a foreign language (EFL) has gained significant popularity. While previous research has explored the benefits of chatbots in improving language skills such as speaking and reading, their potential as a writing pedagogical tool has received limited attention. This thesis aims to address this gap by investigating the use of chatbots in teaching argumentative writing to EFL students, an essential skill that fosters the development of critical thinking and prepares students for both academic and real-life communication.

Through five studies, this thesis examined the applicability of chatbot-assisted learning of argumentative writing from multiple perspectives. Studies 1 and 2 focused on the student perspective. Study 1 described the development of a novel chatbot, Argumate, designed to scaffold students’ argument construction, and examined EFL students’ perceptions of using the chatbot for writing argumentative essays. Study 2 employed activity theory (AT) to understand the process of EFL students’ interaction with the chatbot in composing argumentative essays. Study 3 focused on the teacher perspective, exploring how EFL teachers can integrate chatbots into their teaching of argumentative writing, drawing on the Technological Pedagogical Content Knowledge (TPACK) framework. Studies 4 and 5 investigated the incorporation of chatbots into in-class learning activities to enhance students’ argumentative writing. A novel task design, chatbot-assisted in-class debates, was developed, where students interacted with Argumate before engaging in debates with their classmates. Study 4 examined the effects of this learning design on students’ argumentative writing skills and task motivation, while Study 5 investigated students’ behavioural, cognitive, and affective engagement in chatbot-assisted in-class debates. The research project commenced in October 2021, beginning with the design and development of the chatbot. A total of 133 undergraduate students (66 males and 67 females) from two universities in mainland China, along with 10 EFL teachers (1 male and 9 females), participated in the five studies conducted as part of the research project.

The findings of Studies 1 and 2 demonstrated that Argumate can serve as a useful tool for scaffolding argumentative writing, providing a clear structure, recommending ideas, and offering interactive learning experiences. Students formed a learning community with the chatbot, and their interaction was mediated by various tools (e.g., online information sources and translation tools) and rules (e.g., task requirements and argumentative writing conventions). Study 3 revealed that teachers demonstrated their TPACK by integrating the chatbot with different teaching strategies (e.g., collaborative learning and experiential learning). They skilfully designed activities that leveraged the chatbot’s strengths to support students’ learning. Additionally, teachers addressed the chatbot’s limitations by incorporating supplementary tasks, thereby providing comprehensive support for students’ mastery of argumentative writing. Studies 4 and 5 indicated that integrating chatbots into debate activities improved students’ argumentative writing skills and task motivation. Students generated fruitful ideas through interaction with the chatbot and adopted various strategies for sharing, synthesising, and selecting ideas alongside their peers when preparing for debates.

This thesis significantly contributes to the field of EFL education by demonstrating how chatbots can enhance the teaching and learning of argumentative writing. It emphasises the importance of considering both student and teacher perspectives when integrating chatbots into EFL education, with important implications for improving writing skills, promoting engaging learning experiences, facilitating effective teacher integration of technology, and showcasing the potential of artificial intelligence in education.