Investigating Effects of Small-Group Student Talk on the Quality of Argument in Chinese Tertiary English as a Foreign Language Learners' Argumentative Writing.

ABSTRACT: Previous studies have offered a rationale for engaging students in small-group student talk for the planning of L2 individual writing. To further investigate whether such talk effectively promotes the quality of argument in the context of Chinese tertiary EFL learners' argumentative writing and whether such effects could be retained, the current study adopted a quasi-experimental design with a pretest, a posttest, and a delayed posttest in two intact EFL classes. The performance of the intervention group and the comparison group were scrutinized to examine the effects of the intervention. The analytic scores on six components of the writing task (claim, data, counterargument claim, counterargument data, rebuttal claim, and rebuttal data) and the holistic writing scores cumulated of all the

SUBMITTER: Li HH 

PROVIDER: S-EPMC9240094 | biostudies-literature | 2022

REPOSITORIES: biostudies-literature