Improving argumentative writing: Effects of a blended learning approach and gamification

• Published in: Language learning & technology Vol. 22; no. 1; pp. 97 - 118
• Main Authors: Lam, Yau Wai, Hew, Khe Foon, Chiu, Kin Fung
• Format: Journal Article
• Language: English
• Published: Honolulu University of Hawaii National Foreign Language Resource Center 01.02.2018; University of Hawaii, National Foreign Language Resource Center
• Subjects: Argumentation; Attitudes; Blended Learning; Computer Mediated Communication; Control Groups; Direct Instruction; Educational Games; English (Second Language); Experimental Groups; Females; Foreign Countries; Gamification; Instructional Design; Instructional Effectiveness; Outcomes of Education; Persuasive Discourse; Pretests Posttests; Qualitative Research; Quasiexperimental Design; Scoring Rubrics; Second Language Learning; Secondary education; Secondary School Students; Statistical Analysis; Student Writing Models; Students; Teacher attitudes; Teaching Methods; Video Games; Writing; Writing Improvement; Writing Tests; Hong Kong; Hong Kong China; China
• ISSN: 1094-3501; 1094-3501
• DOI: 10.64152/10125/44583

This study investigated the effectiveness of a blended learning approach—involving the thesis, analysis, and synthesis key (TASK) procedural strategy; online Edmodo discussions; online message labels; and writing models—on student argumentative writing in a Hong Kong secondary school. It also examined whether the application of digital game mechanics increased student online contribution and writing performance. Three classes of Secondary 4 students (16- to 17-year-olds) participated in the 7-week study. The first experimental group (n = 22) utilized the blended learning + gamification approach. The second experimental group (n = 30) utilized only the blended learning approach. In the control group (n = 20), a teacher-led direct-instruction approach on the components of argumentation was employed. Data sources included students’ pre- and post-test written essays, students’ online Edmodo postings, and student and teacher interviews. We found a significant improvement in students’ writing using the blended learning approach. On-topic online contributions were significantly higher when gamification was adopted. Student and teacher opinions on the blended learning approach were also examined.