خلاصة:
The present study was conducted to investigate the impact of using computer-aided argument mapping (CAAM) on the improvement of Iranian learners’ writing self-regulation. To this end, 90 participants out of 127 senior university students in English translation were selected after administrating language proficiency test, as well as an essay writing test for the purpose of homogenizing the learners. Then all participants completed the self-regulation questionnaire in writing skill. As the homogeneity of responses was checked, the participants were randomly categorized into three equal groups as control, experimental 1, and experimental 2. During the course, as the participants in the experimental groups accomplished their writing assignments via CAAM software (in person and in pairs), the participants in the control group did their assignments traditionally. At the end of the course, all participants completed the same writing self-regulation questionnaire again. Using SPSS 21, the one-way ANOVA statistical procedure was utilized to determine the effectiveness of CAAM on writing self-regulation. The findings revealed that using CAAM in writing classes improved learners’ self- regulation. Moreover, the Post-Hoc statistical procedure between two experimental groups showed that collaborative learning in a computer hands-on learning environment led to higher writing self-regulation.
ملخص الجهاز:
THE IMPACT OF USING COMPUTER-AIDED ARGUMENT MAPPING (CAAM) ON THE IMPROVEMENT OF IRANIAN EFL LEARNERS’ WRITING SELF-REGULATION Pantea Pahlavani PhD Candidate Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran panteapahlavani@yahoo.
com Abstract The present study was conducted to investigate the impact of using computer-aided argument mapping (CAAM) on the improvement of Iranian learners’ writing self-regulation.
Some studies have proved the positive effectiveness of using CAAM to promote the students’ critical thinking strategies in different educational fields (Davies, 2009; Davies, 2014), L2 learners’ writing achievement (Maftoon, Birjandi, & Pahlavani, 2014), as well as L2 learners’ self-efficacy (Maftoon &Pahlavani, 2014).
In keeping with the purpose of the study the following research question was raised: RQ: Does the application of computer-aided argument mapping (CAAM) improve Iranian EFL learners’ self-regulation in writing?
e. , the impact of using CAAM on the EFL learners’ self-regulation in writing, the following steps were taken into consideration during the research process: Pre-test: 127 university students in English Translation major took part in this study.
4. 4 Design As the nature of the current research was to investigate the impact of using computer-aided argument mapping (CAAM) on the improvement of Iranian EFL learners’ writing self-regulation, the selected participants were divided into three equal groups, one control group and two experimental groups exposed to treatment condition doing writing tasks via CAAM software in pairs or individually.
622 89 Furthermore, the researchers used the Post Hoc tests in order to find out the possible difference between participants’ self-regulation in a computer hands-on writing environment when the participants performed in collaboration or in person.