Fostering University Students' Written Argumentation via Recursive Reading: A Randomized Controlled Trial

Autor/inn/en	Tarchi, Christian; Villalón, Ruth
Titel	Fostering University Students' Written Argumentation via Recursive Reading: A Randomized Controlled Trial
Quelle	In: Journal of College Reading and Learning, 52 (2022) 1, S.42-63 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tarchi, Christian) ORCID (Villalón, Ruth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1079-0195
DOI	10.1080/10790195.2022.2021771
Schlagwörter	Writing (Composition); Persuasive Discourse; Reading Strategies; Essays; College Students; Foreign Countries; Attitude Measures; Student Attitudes; Italy + Suchen Sie Ihr Suchwort? Schreibübung; Persuasion; Persuasive Kommunikation; Reading strategy; Leselernstufe; Lesetechnik; Essay; Aufsatzunterricht; Collegestudent; Ausland; Schülerverhalten; Italien
Abstract	The present study analyzed the efficacy of a brief intervention aimed at scaffolding readers' "recursivity" (i.e., going back to the texts) while reading multiple texts and writing an argumentative essay. The participants were 151 university students, randomly assigned to two conditions: experimental (Recursivity-induced, RI) and active control (AC). We collected data about participants' thinking dispositions, perceived prior knowledge and perceived level of instruction in argumentative writing received, and prior beliefs. Then, students were assigned two texts about the evaluation of teachers, one pro and one against. RI students were prompted to compare the argumentation of each text with their own prior beliefs, whereas AC students were asked to write a summary of each text. Immediately after reading the texts and performing the accompanying tasks, RI and AC students were asked to write an argumentative essay to express their opinion on the topic. Process data were collected through the software Kidlogger. Results confirmed that the brief intervention improves students' analysis of the belief-inconsistent text, the overall argumentative quality of students' essay, and valid inferences made in a recall task one month after. The process analysis suggested that the intervention increases recursivity in at least a certain number of RI participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01