Within the Toulmin model of argumentative structure, this study examined collaboration approaches through Shimo-based co-argumentative writing of students in the student-picked groups and teacher-assigned groups. Students were fourth-year university students majoring in English. The differences between the two groups of students were analyzed, with seven collaboration approaches being identified. Additionally, students in the student-picked groups were more collaborative than the counterparts in the teacher-assigned groups. Discussions were expanded around this result. Copyright © 2021 by The Institute of Electrical and Electronics Engineers, Inc.
|Title of host publication||Proceedings of IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021|
|Editors||Maiga CHANG, Nian-Shing CHEN, Demetrios G SAMPSON, Ahmed TLILI|
|Place of Publication||Danvers, MA|
|Publication status||Published - 2021|
CitationSu, F., & Zou, D. (2021). Shimo-based collaborative argumentative writing: Do grouping patterns matter? In M. Chang, N.-S. Chen, D. G. Sampson, & A. Tlili (Eds.), Proceedings of IEEE 21st International Conference on Advanced Learning Technologies, ICALT 2021 (pp. 270-272). Danvers, MA: IEEE.
- PG student publication