Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/92358
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Chinese and Bilingual Studies | en_US |
dc.creator | Su, Y | en_US |
dc.creator | Liu, K | en_US |
dc.creator | Lai, C | en_US |
dc.creator | Jin, T | en_US |
dc.date.accessioned | 2022-03-24T08:13:49Z | - |
dc.date.available | 2022-03-24T08:13:49Z | - |
dc.identifier.issn | 0346-251X | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/92358 | - |
dc.language.iso | en | en_US |
dc.publisher | Pergamon Press | en_US |
dc.rights | © 2021 Elsevier Ltd. All rights reserved. | en_US |
dc.rights | © 2021. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/. | en_US |
dc.rights | The following publication Su, Y., Liu, K., Lai, C., & Jin, T. (2021). The progression of collaborative argumentation among English learners: A qualitative study. System, 98, 102471 is available at https://dx.doi.org/10.1016/j.system.2021.102471. | en_US |
dc.subject | Blended language learning | en_US |
dc.subject | Collaborative argumentation | en_US |
dc.subject | Development of collaborative argumentation | en_US |
dc.subject | Qualitative study | en_US |
dc.title | The progression of collaborative argumentation among English learners : a qualitative study | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.volume | 98 | en_US |
dc.identifier.doi | 10.1016/j.system.2021.102471 | en_US |
dcterms.abstract | Argumentation, the process of making claims and using evidence and reasoning to support those claims, is essential to academic literacy. Collaborative argumentation is the social process of working together to construct arguments, and may benefit the development of students’ argumentation ability. How collaborative argumentation in the L2 context progresses over time is largely unknown. To address this research gap, this study adopted a qualitative approach to examine how a group of college English learners engaged in collaborative argumentation in a blended learning context over the period of a semester. Analysis of the participants’ face-to-face discussion, online collaborative writing, and interview data revealed the developmental trajectories of collaborative argumentation with regard to its structural, social, and linguistic aspects in both the face-to-face discussion and the online writing. In each phase of argumentation, students exhibited distinct features in argument structure and interaction patterns. The role of English as the second language shifted from impeding argumentation to facilitating argumentation over time. The findings contribute to a deeper understanding of the developmental model of students’ collaborative argumentation and influencing factors, and inform the design of tailored pedagogical scaffolds in response to the developmental stages of collaborative argumentation. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | System, June 2021, v. 98, 102471 | en_US |
dcterms.isPartOf | System | en_US |
dcterms.issued | 2021-06 | - |
dc.identifier.scopus | 2-s2.0-85100236542 | - |
dc.identifier.artn | 102471 | en_US |
dc.description.validate | 202203 bcvc | en_US |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | a1248, CBS-0020 | - |
dc.identifier.SubFormID | 44324 | - |
dc.description.fundingSource | Others | en_US |
dc.description.fundingText | The Humanities and Social Science Foundation, Ministry of Education of China (17YJA740017), The Fundamental Research Funds for the Central Universities (19wkzd18) | en_US |
dc.description.pubStatus | Published | en_US |
dc.identifier.OPUS | 49097490 | - |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
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Su_Progression_Collaborative_Argumentation.pdf | Pre-Published version | 1.91 MB | Adobe PDF | View/Open |
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