| Title: |
Examining the Impact of Translanguaging-Enriched Argument Mapping on Higher Education EFL Students' Argumentative Writing Skills |
| Language: |
English |
| Authors: |
Roderick Julian Robillos (ORCID 0000-0001-7190-7679) |
| Source: |
Journal of Applied Research in Higher Education. 2025 17(6):2384-2402. |
| Availability: |
Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: |
Y |
| Page Count: |
19 |
| Publication Date: |
2025 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Code Switching (Language); Higher Education; English (Second Language); Persuasive Discourse; Writing Skills; Concept Mapping; Teaching Methods; Second Language Instruction; Foreign Countries; Universities; Rhetoric; Scores; Student Attitudes; Student Experience; College Students; Skill Development; Second Language Learning; Visual Aids |
| Geographic Terms: |
Thailand |
| DOI: |
10.1108/JARHE-05-2024-0218 |
| ISSN: |
2050-7003; 1758-1184 |
| Abstract: |
Purpose: This research explores the effects of combining argument mapping (AM) with translanguaging pedagogy on the argumentative writing abilities of third-year university English as a Foreign Language students (EFL) at a Thai university. The aim is to explore synergies between AM and translanguaging to enhance students' argumentative writing skills and contribute to language education literature. Design/methodology/approach: A sequential mixed-method research type, utilizing a single-group pre- and post-test design, was employed. About 27 third-year EFL university students participated in 13 sessions of AM with translanguaging to facilitate their argumentative writing tasks. Findings: Quantitative results revealed a significant difference across development of writing content and development of writing coherence as manifested in their pre- and post-test scores. ANOVA showed significant differences in students' quiz writing performances. Additionally, the participants perceived translanguaging as a normative and respectful practice, despite being EFL learners. Qualitative findings indicated participants embraced the use of AM with translanguaging, acknowledging its benefits in enhancing their writing tasks. Originality/value: This study highlights the innovative approach of this integration, not only for improving argumentative writing skills but also for fostering cognitive and linguistic fluency, along with critical thinking skills. This contributes to language education literature, urging further exploration of AM with translanguaging in diverse educational contexts. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1497384 |
| Database: |
ERIC |