This study investigates the impacts of online peer feedback supported by argumentation instruction and argumentative scripts on students’ argumentative essay writing, argumentative feedback quality and domain-specific knowledge acquisition. Participants were 52 students who were randomly divided over 26 dyads and randomly assigned to three conditions (unscripted peer feedback, instruction and worked example, scripted peer feedback). They were then asked to write and argumentative essay, to engage in argumentative peer feedback with their learning partner, and to finally revise their essay based on feedback they received. The findings indicate that the online peer feedback supported by argumentative scripts outperformed other two conditions in terms of argumentative essay writing, argumentative feedback quality and students’ learning.
|Publication status||Published - 2020|
|Event||2020 American Educational Research Association (AERA) Annual Meeting - |
Duration: 17 Apr 2020 → 21 Apr 2020
|Conference||2020 American Educational Research Association (AERA) Annual Meeting|
|Period||17/04/20 → 21/04/20|