Abstract
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.
| Original language | English |
|---|---|
| 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 |
| Publisher | IEEE |
| Pages | 270-272 |
| ISBN (Electronic) | 9781665441063 |
| ISBN (Print) | 9781665431163 |
| DOIs | |
| Publication status | Published - 2021 |
Citation
Su, 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.Keywords
- PG student publication
