The Impact of Using Computer-aided Argument Mapping (CAAM) on the Improvement of Writing Achievement of Iranian Learners of English

Abstract

In the third millennium, writing skill plays a great role in the foreign language education. Also, current advances in computer technology are affecting the ways the teachers use to develop learners’ language skills. The present study investigated the effectiveness of computer-aided argument mapping (CAAM) on the improvement of writing achievement of Iranian learners of English. To this end, after administrating a language proficiency test and an essay writing test, 90 students were chosen as the participants of this study. Next, the participants were categorized randomly into three groups as control, experimental 1, and experimental 2. During the course, as the both experimental groups did their writing tasks with the CAAM software (in person/in pairs), the control group did their assignments with pen and paper. Finally, a post test of essay writing was administered for all participants. Using SPSS version 19 and One-way ANOVA statistical procedure, the results showed a statistically significant difference between those who received the technique of CAAM and those who wrote their assignments in traditional way. Also, there was a statistically significant difference between the participants in the both experimental groups. In other words, collaborative learning in a computer hands-on learning environment was effective on writing achievement.