Online Debating as a Pedagogy for Enhancing Argumentative Writing and Reducing Writing Apprehension among EFL Majors

References

Aclan, E. et al. (2015). Why and how EFL students learn vocabulary in parliamentary debate class. Advances in Language and Literary Studies, 6(1) 102-113.

Al-Shboul, Y., & Huwari, I. F. (2015). The causes of writing apprehension through students’ perspective. Journal of Language Teaching and Research, 6(3), 535-544.

Arend, B. (2009). Encouraging critical thinking in online threaded discussions. Journal of Educators Online, 6(1), 1-23.

Atay, D., & Kurt, G. (2006). Prospective teachers and L2 writing anxiety. Asian EFL Journal, 8(4).

Autman, H., & Kelly, S. (2017). Reexamining the writing apprehension measure. Business and Professional Communication Quarterly, 80(4), 516-529.

Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54, 153–160.

Bailey, S. (2003). Academic writing: A practical guide for student. New York: Nelson Thornes Ltd.

Bates, C. & Watson, M. (2008) Re-learning teaching techniques to be effective in hybrid and online courses. Journal of American Academy of Business 13(1), 38-44.

Belcher, D., & Hirvela, A. (Eds.). (2008). The oral-literate connection: Perspectives on L2 speaking, writing, and other media interactions. Ann Arbor, MI: The University of Michigan Press.

Bellon, J., (2000). A research-based justification for debate across the curriculum. Argumentation and Advocacy, 36(3), 161-173.

Boykin, A. (2015). The impact of computer-based graphic organizers with embedded self-regulated learning strategies on the content area argumentative writing of typical and struggling Writers. (Doctoral Dissertation, George Mason University).

Chen, Y., Hand, B., & Park, S. (2016). Examining elementary students’ development of oral and written argumentation practices through argument-based inquiry. Science & Education, 25, 277–320.

Chen, Y., Park, S., & Hand, B. (2016). Examining the use of talk and writing for students’ development of scientific conceptual knowledge through constructing and critiquing arguments. Cognition and Instruction, 34, 100–147.

Cheng, Y. (2002). Factors associated with foreign language writing anxiety. Foreign Language Annals, 35(5), 647-656.

Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37–51.

Clark, D. (2005). Explorations into writing anxiety: Helping students overcome their fears and focus on learning. ISSOTL Conference.

Connor, U. (1990). Linguistics/Rhetorical measures for international persuasive student writing. Research in the Teaching of English. 24 (1), 67-87.

Conrad, R., & Donaldson, A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Fansisco: Jossey-Bass.

Crowhurst, M. (1990). Teaching and learning the writing of persuasive/argumentative Discourse. Canadian Journal of Education. 15 (4), 348-359.

Daly, J. (1991). Understanding communication apprehension: An introduction for language educators. In E. Horwitz & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 3-13). New Jersey: Prentice Hall.

Daly, J., & Miller, M.  (1975). Apprehension of writing as a predictor of message intensity. The Journal of Psychology, 89(2), 175-177.

Daud, N. S., Daud, N. M., & Kassim, N. L. (2005). Second language writing anxiety: Cause or effect. Malaysian Journal of ELT, 1(1), 1-19.

Dewaele, J., Witney, J., Saito, K., & Dewaele, L. (2018). Foreign language enjoyment and anxiety: The effect of teacher and learner variables. Language Teaching Research, 22, 679–697.

Dykman, C. & Davis, C. (2009). Online education forum: Part two—teaching online versus teaching conventionally. Journal of Information Systems Education 19(2), 157-164.

el Majidi, A., de Graaff, R., & Janssen, D. (2015). Invest in what energizes students to learn: Investigating students’ attitude towards debate in the foreign language classroom. Journal of Language Teaching and Research, 6, 924–932.

el Majidi, A., de Graaff, R., & Janssen, D. (2018). Students’ perceived effect of in-class debates in second language learning. The European Journal of Applied Linguistics and TEFL, 7, 35–57.

Erkan, D., & Saban, A.  (2011). Writing performance relative to writing apprehension, self-efficacy in writing, and attitudes towards writing: A correlational study in Turkish tertiary-level EFL. The Asian EFL Journal Quarterly, 13(1), 164-192.

Ferretti, R., Andrews-Weckerly, S., & Lewis, W. (2007). Improving the argumentative writing of students with learning disabilities: Descriptive and normative considerations. Reading & Writing Quarterly, 23(3), 267-285.

Flores, R. (2006) Thinking skills reflected in the argumentative essays of freshman college students: A descriptive analysis. The Asia Pacific-Education Researcher, 16(1), 33-44.

García, B., Márquez, L., Bustos, A., Miranda, G., & Espíndola S. (2008). Analysis of patterns of interaction and knowledge construction in online learning environments: A methodological strategy. Revista Electrónica de Investigación Educativa, 10 (1), 1-18.

Golpour. F. (2014). Critical thinking and EFL learners’ performance on different writing modes. Pan-Pacific Association of Applied Linguistics, 18(1), 103-119.

Hammann, L. (2005). Self-regulation in academic writing tasks. International journal of teaching and learning in higher education, 17(1), 15-26.

Hashemi M., Behrooznia, S., & Mahjoobi F. (2014). A critical look into Iranian EFL university students’ critical thinking and argumentative writing. Iranian Journal of Applied Linguistics (IJAL), 17(1), 71-92.

Hasibuan, A., & Batubara, I. (2012). Implementing problem-based learning in digitalization era through debating practice. Proceedings of the 59th TEFLIN International Conference (pp. 13-30). Surabaya: Widya Mandala Catholic University.

Hirvela, A. (2017). Argumentation & second language writing: Are we missing the boat? Journal of Second Language Writing, 36, 69–74.

Jeffrey, L. M., Milne, J., Suddaby. G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education Research, 13, 121-140.

Jeong, A. & Liu, Z. (2017). The effects of prior beliefs on student interactions in online debates. TechTrends: Linking Research and Practice to Improve Learning, 61(2), 115-120.

Ka-kan-dee M. & Kaur S (2015). Teaching Strategies Used by Thai EFL Lecturers to Teach Argumentative Writing. Procedia - Social and Behavioral Sciences, 208.

Kara, S. (2013). Writing Anxiety: A Case study on students’ reasons for anxiety in writing. Anadolu Journal of Educational Sciences International, 3(1).

Kennedy, R. (2007). In-class debates: Fertile ground for active learning and the cultivation of critical thinking and oral communication skills. International Journal of Teaching and Learning in Higher Education, 19(2), 183-190.

Khalsi, I. (2013). Knowledge construction and gender in online debates. AWEJ, 4(2), 310-326.

Khan, A., (2011). Role of applied linguistics in the teaching of English in Saudi Arabia. International Journal of English Linguistics, 1(1), 105-114.

Ko, S., & Rossen, S. (2008). Teaching online: A practical guide, 2nd edition. New York, New York.

Krathwohl, D. (2002). A revision of Bloom’s taxonomy. Theory into Practice, 41(4), 212-218.

Lee, E., & Nair, A. (2016). A culture of humility and debate. In K.A. Davis, M.L.W. Zorwick, J. Roland, & M.M. Wade (Eds.), Using debate in the classroom: Encouraging critical thinking, communication (pp.117-129). New York: Routledge.

Liang, R., & Chen, D. (2012). Online learning: Trends, potential and challenges. Scientific Research, 3(8), 1332-1335.

Long, M. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie & T. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). New York: Academic Press.

López, G. et al. (2016). A debate and decision-making tool for enhanced learning. IEEE Transactions on Learning Technologies, 9(3), 205-216.

Lustigova, L. (2011). Speak your mind: Simplified debates as a learning tool at the university level. Journal of Efficiency and Responsibility in Education and Science, 4, 18–30.

MacKnight, C. (2000). Teaching critical thinking through online discussions. Educause Quarterly, 4, 38-41.

Manchَn, R., & Williams, J. (2016). L2 writing and SLA studies. In R.  Manchَn & P. K. Matsuda (Eds.), The handbook of second and foreign language writing (pp. 567–586). Boston: de Gruyter.

Mo, H. (2012). A study of the teaching of ESL writing in colleges in China. International Journal of English Linguistics, 2(1), 118-127.

Mont, M. (2014). The use of debates in higher education classrooms. Proceedings for the 2014 Adult Education Research Conference. Retrieved  from: http://www.adulterc.org/Proceedings/2014/roundtables/Mont.pdf.

Mumtaz, L. (2017). Learning through debate during problem-based learning: An active learning strategy. Advances in Physiology Education, 31 ,3 390-394.

Neff-van Aertselaer, J., & Dafouz-Milne, E. (2008). Argumentation patterns in different languages: An analysis of metadiscourse markers in English and Spanish texts. Developing contrastive pragmatics: Interlanguage and cross-cultural perspectives, 87-102.

Nikou, F., Bonyadi, A., & Amirikar, N. (2015). Investigating the relationship between critical thinking skills and the quality of Iranian intermediate TEFL students’ writing. Advances in Language and Literary Studies, 6(2), 57-64.

Nippold, M., & Ward-Lonergan, J. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238-248.

Onwuegbuzie, A. (1997). Writing a research proposal: The role of library anxiety, statistics anxiety, and composition anxiety. Library & Information Science Research, 19(1), 5-33.

Oshima, A., & Hoggue, A. (2005). Writing academy English (4th ed.). New York: Longman Ltd.

Öztürk, H., & Çeçen, S. (2007). The effects of portfolio keeping on writing anxiety of EFL students. Journal of Language and Linguistic Studies, 3(2), 219-236.

Park, C. Kier, C. & Jugdev, K. (2011). Debate as a teaching strategy in online education: A case study. Canadian Journal of Learning and Technology, 37(3), 1-17.

Peace, A. (2011). Using debates to teach information ethics. Journal of Information Systems Education, 22 ,3 233-237.

Petrides, L. A. (2002). Web-based technologies for distributed (or distance) learning: Creating learning-centered educational experiences in the higher education classroom. International Journal of Instructional Media, 29(1), 69-77.

Pica, T., Kang, H., & Sauro, S. (2006). Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition, 28, 301–338.

Pradana,S. (2017). Using Debate to Enhance Students’ Speaking Ability as Their Character Building. English Education: Jurnal Tadris Bahasa Inggris, 10(1), 149-163.

Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38, 444–456.

Ramlan, F., Kassim, N., Pakirisamy, S., & Selvakumar, V. (2016). The impact of debates as a teaching strategy in the classroom to medical students. e-Academia Journal. 5(2). 194-203.

Rankin-Brown, M. (2006). Addressing writing apprehension in adult English language learners. Paper presented at the Proceedings of the CATESOL state conference.

Richards, J., & Schmidt, R. (2010). Longman dictionary of language teaching and applied linguistics (4^th ed.). London: Longman (Pearson Education).

Roy, A., & Macchiette, B. (2005). Debating the issues: A tool for augmenting critical thinking skills of marketing students. Journal of Marketing Education, 27(3), 264-276.

Saks, D. (2009). Education at a distance: Best practices and considerations for leadership educators. Journal of Leadership Education 8(1), 137-147.

Samanhudi, U. (2011). Researching students’ critical thinking in argumentative writing: A case study in one state University in Serang, Banten (Unpublished Thesis). Indonesia University of Education, Bandung, Indonesia.

Schwarz, B., Neuman, Y., Gil, J., & Ilya, M. (2003). Construction of collective and individual knowledge in argumentation activity. Journal of the Learning Sciences, 12(2). 219-256.

Scott, S. (2008). Perception of students’ learning critical thinking through debate in technology classroom: A case study. The Journal of Technology Studies, 34(1), 39-44.

Shahsavar, Z. (2012). Developing critical thinking skills in the argumentative writing of tertiary level students a blended learning environment (Unpublished PhD Thesis). Universiti Putra Malaysia, Serdang, Malaysia.

Singh, T., & Rajalingam, S. (2012). The Relationship of Writing Apprehension Level and Self-efficacy Beliefs on Writing Proficiency Level among Pre-university Students. English Language Teaching, 5(7). 42-52.

Snider, A., & Schnurer, M. (2006). Many sides: Debate across the curriculum. New York: International Debate Education Association.

Stewart, T. (2003). Debate for ESOL students. TESOL Journal, 12, 9–15.

Swain, M. (1993). The output hypothesis: Just speaking and writing aren’t enough. The Canadian Modern Language Review, 50, 158–164.

Sziarto, K. et al. (2014). Teaching critical thinking in world regional geography through stakeholder debate. Journal of Geography in Higher Education, 38 (4), 557-570.

Takahashi, A. (2009). Self-perception of English Ability: Is it related to proficiency and/or class performance? Niigata Studies in Foreign Languages and Cultures, 14, 39-48.

Thepsiri, K., & Pojanapunya, P. (2013). Remedial Students‟ Attitudes towards English Language Learning and their Causal Attributions for Success or Failure. Humanities and Social Sciences, 29(1), 25-50.

Tollison, S & Xie, K. (2012). Preparing students in online debates with worked examples. Educational Computing Research, 47 ,2 155-174.

Tous, M. et al. (2015). The effect of instructing critical thinking through debate on male and female EFL learners' reading comprehension. Journal of the Scholarship of Teaching and Learning, 15(4), 21-40.

Tu, C-H. (2004). Online collaborative learning communities: twenty-one designs to building an online collaborative learning community. Westport, CT: Libraries Unlimited, Greenwood Publishing Group.

Turgut, Y. (2009). EFL learners’ experience of online writing by PBWiki. In G. Siemens & C. Fulford (Eds.), ED-MEDIA 2009–World conference on educational multimedia, hypermedia, & telecommunications (pp. 3838–3847). Waynesville, NC: AACE.

Vanhille, J., Gregory, B., & Corser, G. (2017). The effects of mood on writing apprehension, writing self-efficacy, and writing performance. PSI CHI Journal of Psychological Research, 22(3), 220-230.

Wade, M. (1998). The case for urban debate league. Contemporary Argumentation and Debate, 19, 60–65.

Watcharakaweesilp, S. (2005). The use of English S1-Test for Accessing General Language Proficiency for Non-native speakers in High School. Humanities and Social Sciences, 22(3), 1-76.

Williams, C. & Mostert, M. (2005). Online debating to encourage student participation in online learning environments: A qualitative case study at a South African university. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 1(2), 94-104.

Wu, S. (2006). Creating a contrastive rhetorical stance: investigating the strategy of problematization in students’ argumentation. RELC Journal, 37(3), 329–353.

Yang, C. & Rusli, E. (2012). Using debate as a pedagogical tool in enhancing pre-service teachers' learning and critical thinking. Journal of International Education Research, 8 ,2 ,135-144.

Yang, L. (2008). From group talk to group writing. In D. Belcher & A. Hirvela (Eds.), The oral–literate connection: Perspectives on L2 speaking, writing and other media interactions (pp. 139–167). Ann Arbor, MI: The University of Michigan Press.

Yang, Y., & Cornelius, L. (2004). Students’ perception towards the quality of online education: A qualitative approach. Association for Educational Communication and technology, 27, 861-877.

Zare P. & Othman M. (2015). Students’ perceptions toward using classroom debate to develop critical thinking and oral communication ability. Asian Social Science, 11(9), 1911-2025.

Zohar, A., & Nemet, F. (2002). Fostering students’ knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 39(1), 35-62.

Zumbrunn, S., Bruning, R., Dempsey, M., Kauffman, D., & McKim, C. (2013). Examining dimensions of self-efficacy for writing. Journal of Educational Psychology, 105(1), 25-38