The article argues connected ways of knowing are better predictors of quality argumentative writing performance than separate ways of knowing¶

Claim · All claims
Evidence · 1 study · causal r1 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Based on the post-assessment regression and score patterns, the author concludes connected knowers outperform separate knowers in argumentative writing. → Ammar 2016

Evidence¶

Ammar 2016¶

Ammar, Abdullah Mahmoud Ismial. (2016). Reflective Blogfolios in the Language Classroom: Impact on EFL Tertiary Students' Argumentative Writing Skills and Ways of Knowing. Advances in Language and Literary Studies 7(5). http://dx.doi.org/10.7575/aiac.alls.v.7n.5p.247

q1 · i? · causal · r1

Author's interpretation of the regression results (section 3.3), not a direct comparison of separate-versus-connected groups; the scale scored separate items in reverse so higher scores indicated connected knowing. No separate-group effect size is printed.

"It seems, based on these results, that connected ways of knowing are better predictors of quality argumentative writing performance than separate ways of knowing."

Discussion¶

Learner Variables¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Reflective blogfolios shifted EFL tertiary students' ways of knowing significantly toward more connected knowing — related
• Ways of knowing predicted post-instruction argumentative writing performance but not pre-instruction performance — related
• Reflective blogfolios in EFL writing classes produced statistically significant pre-post gains in tertiary students' argumentative essay writing skills — related