An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model
In first language studies, the Toulmin model of argumentation has become a prominent analysis and assessment method for English argumentative essays. However, there hasn't been much study on using argument theory to scaffold teaching in practice in second language classrooms. As a broad group o...
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| Format: | Article |
| Language: | English |
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Elsevier
2022-12-01
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| Series: | Heliyon |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2405844022034879 |
| _version_ | 1797960888257347584 |
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| author | Rui Yang |
| author_facet | Rui Yang |
| author_sort | Rui Yang |
| collection | DOAJ |
| description | In first language studies, the Toulmin model of argumentation has become a prominent analysis and assessment method for English argumentative essays. However, there hasn't been much study on using argument theory to scaffold teaching in practice in second language classrooms. As a broad group of English learners, Chinese university students face numerous challenges when writing argumentative essays in English. As a result, in order to broaden the writing pathway for second language learners, this study employs the Toulmin argumentation model as a pedagogical scaffold. The effects of the argumentation model as a pedagogical scaffold on students' argumentative essay writing were examined on the pre-test and post-test results from both experimental and control groups. Overall scores and argumentative elements in terms of quantity, type, and quality were examined respectively. The mixed-effects model revealed that introducing the Toulmin model of argumentation into the scaffolding method had a significant impact on most argumentative elements in students' writing. The practical pedagogical implications and effects of Toulmin argumentative model have been discussed in detail in this paper. |
| first_indexed | 2024-04-11T00:51:08Z |
| format | Article |
| id | doaj.art-65a8a319030f4393a8ce3e874b6c0d8d |
| institution | Directory Open Access Journal |
| issn | 2405-8440 |
| language | English |
| last_indexed | 2024-04-11T00:51:08Z |
| publishDate | 2022-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Heliyon |
| spelling | doaj.art-65a8a319030f4393a8ce3e874b6c0d8d2023-01-05T08:39:21ZengElsevierHeliyon2405-84402022-12-01812e12199An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin modelRui Yang0Corresponding author.; Jilin University, School of Foreign Language Education, ChinaIn first language studies, the Toulmin model of argumentation has become a prominent analysis and assessment method for English argumentative essays. However, there hasn't been much study on using argument theory to scaffold teaching in practice in second language classrooms. As a broad group of English learners, Chinese university students face numerous challenges when writing argumentative essays in English. As a result, in order to broaden the writing pathway for second language learners, this study employs the Toulmin argumentation model as a pedagogical scaffold. The effects of the argumentation model as a pedagogical scaffold on students' argumentative essay writing were examined on the pre-test and post-test results from both experimental and control groups. Overall scores and argumentative elements in terms of quantity, type, and quality were examined respectively. The mixed-effects model revealed that introducing the Toulmin model of argumentation into the scaffolding method had a significant impact on most argumentative elements in students' writing. The practical pedagogical implications and effects of Toulmin argumentative model have been discussed in detail in this paper.http://www.sciencedirect.com/science/article/pii/S2405844022034879English argumentative writingSecond languageToulmin modelScaffoldingArgumentative elements |
| spellingShingle | Rui Yang An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model Heliyon English argumentative writing Second language Toulmin model Scaffolding Argumentative elements |
| title | An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model |
| title_full | An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model |
| title_fullStr | An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model |
| title_full_unstemmed | An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model |
| title_short | An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model |
| title_sort | empirical study on the scaffolding chinese university students english argumentative writing based on toulmin model |
| topic | English argumentative writing Second language Toulmin model Scaffolding Argumentative elements |
| url | http://www.sciencedirect.com/science/article/pii/S2405844022034879 |
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