Abstract
This study investigates the effects of using Shimo-supported concept maps, mind maps, and argument maps as prewriting strategies on college students' argumentative writing achievements, writing behaviors and critical thinking tendency. A mixed-method research method is applied. Ideally, 180 participants are recruited and divided into three groups learning concept mapping, mind mapping, and argument mapping, respectively. The eight-week pre-test, post-test, and delay-post design are implemented. The collected quantitative data, i.e., writing scores and questionnaire results are analyzed by repeated measures of analysis of variance (ANOVA), one-way ANOVA, and paired t tests. Students' writing behaviors archived by Shimo are coded and analyzed using lag sequential analysis. Students' perceptions are explored through semi-structured interviews and coded by thematic analysis. This is the initial proposal of the present study within which the researchers plan to discover the appropriate mapping-based prewriting strategies to prepare students before their formal argumentative writing. Copyright © 2022 IEEE.
| Original language | English |
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| Title of host publication | Proceedings of the 2022 IEEE International Conference on Behavioural and Social Computing (BESC-2022) |
| Place of Publication | USA |
| Publisher | IEEE |
| ISBN (Electronic) | 9798350398144 |
| DOIs | |
| Publication status | Published - 2022 |