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Πεδίο DCΤιμήΓλώσσα
dc.contributor.authorAwada, Ghada-
dc.contributor.authorBurston, Jack-
dc.contributor.authorGhannage, Rosie-
dc.date.accessioned2019-05-19T17:35:04Z-
dc.date.available2019-05-19T17:35:04Z-
dc.date.issued2020-03-03-
dc.identifier.citationComputer Assisted Language Learning, 2020, vol. 33, no. 3, pp. 275-300en_US
dc.identifier.issn17443210-
dc.description.abstractThis study investigated the effectiveness of integrating Student Team Achievement Division (STAD), a structured cooperative learning method, and WebQuest, an inquiry-based technological model (IBTM) on developing university English as a Foreign Language (EFL) students’ advanced-level argumentative writing skills and enhancing instructors’ positive perceptions about teaching and learning. The study, which was undertaken over a 12-week academic semester, employed a mixed methods pre-test/post-test control/experimental group design whereby six intact rhetoric classes were randomly assigned to experimental and control conditions. The experimental group participants (N = 54) were enrolled in four classes and received argumentative writing instruction incorporating STADIBTM whereas their control group counterparts (N = 24) were enrolled in two classes and received the same argumentative writing instruction without STADIBTM. Four instructors who were involved with the experimental group received training on the implementation of STADIBTM. Qualitative data collection and analysis were utilized. The argumentative essay pre-tests and post-tests along with pre-treatment and post-treatment surveys were used to collect data. The quantitative results were evaluated using ANCOVA analyses. The findings showed that only the less skilled participants of the experimental and control groups were able to significantly improve their argumentative writing. However, their instructors were able to develop more positive pedagogical perceptions and perceived fewer challenges because of STADIBTM-based instruction. Further recommendations are given.en_US
dc.formatpdfen_US
dc.language.isoenen_US
dc.relation.ispartofComputer Assisted Language Learningen_US
dc.rights© Taylor & Francisen_US
dc.subjectActive learningen_US
dc.subjectArgumentative writingen_US
dc.subjectCALLen_US
dc.subjectCooperative learningen_US
dc.subjectICTen_US
dc.subjectSTADen_US
dc.subjectSTADIBTMen_US
dc.subjectWebQuesten_US
dc.titleEffect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptionsen_US
dc.typeArticleen_US
dc.collaborationAmerican University of Beiruten_US
dc.collaborationCyprus University of Technologyen_US
dc.collaborationHoly Spirit University of Kasliken_US
dc.subject.categoryEducational Sciencesen_US
dc.journalsSubscriptionen_US
dc.countryLebanonen_US
dc.countryCyprusen_US
dc.subject.fieldSocial Sciencesen_US
dc.publicationPeer Revieweden_US
dc.identifier.doi10.1080/09588221.2018.1558254en_US
dc.relation.issue3en_US
dc.relation.volume33en_US
cut.common.academicyear2019-2020en_US
dc.identifier.spage275en_US
dc.identifier.epage300en_US
item.fulltextNo Fulltext-
item.languageiso639-1en-
item.grantfulltextnone-
item.openairecristypehttp://purl.org/coar/resource_type/c_6501-
item.cerifentitytypePublications-
item.openairetypearticle-
crisitem.journal.journalissn1744-3210-
crisitem.journal.publisherTaylor & Francis-
crisitem.author.deptLanguage Centre-
crisitem.author.facultyLanguage Centre-
crisitem.author.orcid0000-0003-2905-5585-
crisitem.author.parentorgCyprus University of Technology-
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