Contrasting two brief online interventions to write better argumentative synthesis at university'
| Autor: | Villalón, Ruth, Luna Chao, María, Martínez-Álvarez, Isabel, Mateos, Mar |
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| Jazyk: | angličtina |
| Rok vydání: | 2023 |
| Předmět: | |
| Zdroj: | udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid instname |
| Popis: | Writing an argumentative synthesis is a common but demanding task, so usually undergraduates require more instruction to improve their synthesis skills. The objective of this study wasto compare two instructional assistances supported by Moodle platform, one already tested (Luna et al., 2020) and the other one considered only in this work, focused on the reading andwriting processes of written argumentation . Sixty-six undergraduate students volunteered to participate. As an academic task, they were asked to write a synthesis after reading two sources which presented contradictory positionsabout an educational issue as a pre-test, read two new texts about a different but equivalent issue and write a new synthesis following one of two types of instructional virtualenvironments. Both trainings presented similar tools, employing videos, graphic organizers and exercises, but the first condition (N=33) focused more on linguistic features while theprocess intervention included a modelling video and a script with questions to guide the reading and writing processes (N=33) . In this paper we also analyse how students used the guide. Results show that synthesis of both conditions were similar in the pre-test but, after the intervention, the level of integration of the written products were higher in both conditions, butmore in the process intervention. Nonetheless, the products that achieved medium and maximum integration were still limited. In addition, the case analysis points to different ways ofapproaching the guide, which are partially related to the quality of the written synthesis. Educational implication and further research will be discussed. 2020-21 |
| Databáze: | OpenAIRE |
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