Reflective blogfolios in EFL writing classes produced statistically significant pre-post gains in tertiary students' argumentative essay writing skills¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? After a semester of reflective blogfolios, EFL tertiary students' argumentative essay writing scores improved significantly over pre-assessment scores. → 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
q2 · i? · causal · r1
One-group quasi-experimental pre-post study of 51 EFL tertiary students in the Emirati context. Paired samples t-test on rubric-scored argumentative essays, mean scores 24.8039 pre vs 33.4902 post; "t -value = 16.908" with df 1, 50. No effect size is printed.
"A statistically significant difference between the mean scores obtained by EFL tertiary students on the pre-post assessments of their argument ative writing skills does exist. This statistically significant difference is in favor of the post -assessment scores (t -value = 16.908, P ≥ .05)."
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
- The article argues connected ways of knowing are better predictors of quality argumentative writing performance than separate ways of knowing — related
- Paper-and-pencil concept mapping at the pre-writing stage significantly improved EFL students' argumentative essay performance across five writing aspects — related
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