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Article: Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing
Title | Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing |
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Authors | |
Keywords | Argumentation Source-based writing Chinese as L1 English as L2 Eye-tracking |
Issue Date | 2021 |
Publisher | MDPI. The Journal's web site is located at http://www.mdpi.com/journal/sustainability |
Citation | Sustainability, 2021, v. 13 n. 22, article no. 12869 How to Cite? |
Abstract | Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field. |
Persistent Identifier | http://hdl.handle.net/10722/308471 |
ISSN | 2023 Impact Factor: 3.3 2023 SCImago Journal Rankings: 0.672 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Cheong, CM | - |
dc.contributor.author | Zhu, X | - |
dc.contributor.author | Xu, W | - |
dc.date.accessioned | 2021-12-01T07:53:47Z | - |
dc.date.available | 2021-12-01T07:53:47Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Sustainability, 2021, v. 13 n. 22, article no. 12869 | - |
dc.identifier.issn | 2071-1050 | - |
dc.identifier.uri | http://hdl.handle.net/10722/308471 | - |
dc.description.abstract | Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field. | - |
dc.language | eng | - |
dc.publisher | MDPI. The Journal's web site is located at http://www.mdpi.com/journal/sustainability | - |
dc.relation.ispartof | Sustainability | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Argumentation | - |
dc.subject | Source-based writing | - |
dc.subject | Chinese as L1 | - |
dc.subject | English as L2 | - |
dc.subject | Eye-tracking | - |
dc.title | Source-Based Argumentation as a Form of Sustainable Academic Skill: An Exploratory Study Comparing Secondary School Students’ L1 and L2 Writing | - |
dc.type | Article | - |
dc.identifier.email | Cheong, CM: cheongcm@hku.hk | - |
dc.identifier.authority | Cheong, CM=rp02454 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.3390/su132212869 | - |
dc.identifier.scopus | eid_2-s2.0-85120827769 | - |
dc.identifier.hkuros | 330695 | - |
dc.identifier.volume | 13 | - |
dc.identifier.issue | 22 | - |
dc.identifier.spage | article no. 12869 | - |
dc.identifier.epage | article no. 12869 | - |
dc.identifier.isi | WOS:000727192500001 | - |
dc.publisher.place | Basel, Switzerland | - |