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.
|Title of host publication
|Proceedings of the 2022 IEEE International Conference on Behavioural and Social Computing (BESC-2022)
|Place of Publication
|Published - 2022