LEARNERS’ WRITING SKILL AND SELF-REGULATION OF LEARNING AWARENESS USING COMPUTER-ASSISTED ARGUMENT MAPPING (CAAM)
LEARNERS’ WRITING SKILL AND SELF-REGULATION OF LEARNING AWARENESS USING COMPUTER-ASSISTED ARGUMENT MAPPING (CAAM)

Summary/Abstract: Software and digital visual mapping tools have recently been implemented by educators and academics for several educational and related purposes. The current study was set out to explore the effect of using CAAM on Thai EFL learners’ argumentative writing performance and their self-regulation of learning awareness. A total of 28 freshman students were purposively selected as the subjects of the study. The researcher used a mixed-mode method type of research involving a pre- and post-test design. Data was collected from a single group of participants who participated in eight sessions based on the use of CAAM in their writing processes. A Self-Regulation of Learning Scale (SRS) was utilized to identify the students’ awareness of their self-regulation of learning. The results reveal that the CAAM method used by the respondents made noteworthy gains on their argumentative writing performance across task achievement, coherence-cohesion, lexical resource and grammatical range and accuracy, as indicated by a significant difference between their pre- and post- test results. Furthermore, four out of six components of SRS reveal a significant relationship with their writing performance indicative that the respondents have become more cognizant of their self-regulation in terms of planning, self-monitoring, effort and self-efficacy. Finally, qualitative findings reveal that the respondents had positive feelings about using CAAM in their writing processes as well as enhanced their awareness on their self-regulation of learning.

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