A Cognitive Load –Based Program to Develop Student Teachers′ EFL Argumentative Writing and Reduce Apprehension | ||||
| العلوم التربوية | ||||
| Volume 30, Issue 4, October 2022, Page 1-51 PDF (695.58 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/ssj.2022.293031 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Dr. Marwa Mourad Saleh | ||||
| جامعة | ||||
| Abstract | ||||
| Introduction Writing is one of the four language skills that help learners to express their ideas and intentions to readers in a written form. There are different forms of writing such as expository, descriptive, narrative and argumentative. Argumentative writing is considered the most complex genre of writing. This is because it involves several sub-tasks such as stating a clear claim, using logical and clear evidence to support the argument, stating counterargument, developing refutation, writing a good conclusion and addressing conventions of grammar, mechanics and style. This imposes great difficulties on EFL learners at the cognitive and affective levels of writing | ||||
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