Abstract
The purpose of this research is to examine the participating students' argumentation-based academic writing processes and the contributions of these processes to the students' academic writing skills. The participants of the study, which was conducted through mixed method research design, were a group of 53 pre-service Turkish Teachers who are in their first year of Turkish education program at a state university in Turkey during the 2020-2021 academic year. In this research, the data were obtained through student products, rubrics, reflective participant diaries, and a semi-structured interview form. SPSS 23 was used in the analysis of the quantitative data, and NVivo 12 programs were used in the analysis of qualitative data. When the results of the analyses are considered in general, it can be deduced that academic writing practices based on argumentation contributed to the development of students in the dimensions of "subject and content," "organization," "language use," "citation," and "writing process." In the data obtained from the reflective diaries and interviews, although some difficulties were pointed out, the statements of the students regarding their development came to the fore. In addition, it was pointed out that argumentation contributes not only to students' academic writing skills, but also their development of thinking, objectivity, research motivation, and critical thinking.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.