Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia

This paper aims to examine the effects of Computer-Aided Argument Mapping (CAAM) on Saudi EFL learners’ argumentative writing performance across the development of writing content and coherence and their self-regulated learning skills. A total of 40 second-year university EFL learners were purposively selected as a one-group of pre- and post-test design. Using a mixed-method approach, three research tools were utilized: pre- and post-writing tests, a Self-regulated Learning Scale (SRLS), and semi-structured interviews. Quantitative results demonstrated that EFL learners’ argumentative writing performance made noteworthy gains, as manifested by the statistically significant differences between their pre- and post-test scores. Significant positive correlations were also found between the EFL learners’ overall argumentative writing performance and the SRL factor subscales, indicating an increase in the self-regulation mechanism relative to planning, self-monitoring, evaluation, effort, and self-efficacy. Qualitative results indicate that the participants have positively embraced the integration of CAAM to improve their writing skills and self-regulation processes. Recommendations for implementing digital mapping to revolutionize EFL learning classrooms in this digital era are provided.

@article{Alsmari2022,
  title     = {Integrating Computer-aided Argument Mapping into EFL Learners’ Argumentative Writing: Evidence from Saudi Arabia},
  journal   = {International Journal of Advanced Computer Science and Applications},
  volume    = {13},
  number    = {10},
  year      = {2022},
  publisher = {The Science and Information Organization},
  author    = {Nuha Abdullah Alsmari},
  doi       = {10.14569/IJACSA.2022.0131013},
  url       = {https://doi.org/10.14569/IJACSA.2022.0131013}
}