The effect of reflection supported learning Versus electronic supported learning on Iranian intermediate EFL learners' Argumentative writing

Reflection is a technique that can aid and reinforce learning in education and professional development. Besides, Electronic Supported Learning (ESL) encompasses various forms of technology-assisted education, offering new opportunities for student-centered and collaborative learning. Therefore, this study aimed to find the effects of reflection-supported learning versus electronic-supported learning on Iranian intermediate EFL learners’ argumentative writing. This study was a quasi-experimental one. ۴۶ female EFL learners from Pardisan Institute in Marand – East Azerbaijan participated in this study. PET test was used to homogenize the participants. They were non-randomly assigned into two experimental groups. The first experimental group received reflection-supported learning treatment and the second experimental group received electronic-supported learning treatment. In the first group they used reflective guideline and in the second group they used project’s websites for writing. They wrote about two topics in the pre-test and post-test. Their writings were corrected by two trained raters based on Heatonʼs analytic method. Furthermore, MANCOVA was used to check the scores of the pre-test and post-test. The results revealed that the electronic-supported group yielded superior outcomes to the reflective-supported group. The findings of this study could help textbook designers, educational planners, material developers, foreign language institutes, teachers, and learners to provide a better context for foreign language learning and improve argumentative writing.

کلیدواژه ها:

Argumentative Writing ، E-Writing ، Electronic Supported Learning ، Reflection Supported Learning ، Writing