Developing persuasive writing skills through scientific argumentation using a time-series design

• Faize, Fayyaz ^[1] ; Akhtar, Mubeen ^[1] ; Hamayun, Maria ^[1]
  1. [1] COMSATS University Islamabad
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, Vol. 42, Nº 1 (enero), 2024, págs. 131-146
• Idioma: inglés
• DOI: 10.6018/rie.543991
• Títulos paralelos:
  • Desarrollo de habilidades de escritura persuasiva a través de la argumentación científica utilizando un diseño de series temporales
• Enlaces
  • Texto completo
• Resumen
  • español

    Este estudio investiga el desarrollo de habilidades de escritura persuasiva en una muestra de 44 estudiantes de inglés de grado VIII procedentes de una escuela privada en Rawalpindi-Pakistán. Usando un diseño cuasi-experimental de series de tiempo, se han realizado tres pruebas preliminares en diferentes intervalos, seguidas de cinco sesiones que integran la argumentación científica. Para explorar la efectividad de la intervención, también se han realizado tres pruebas posteriores en diferentes intervalos. Se decide hacer uso de este diseño con seis niveles de medición para mejorar la fiabilidad de los resultados en lo relativo a la medida de las variables. Además, se pone en práctica un protocolo de entrevista semiestructurada para explorar la experiencia de los estudiantes con la argumentación científica, sus fortalezas y desafíos. Los datos cuantitativos se analizan mediante fórmulas estadísticas de media, DE, prueba t y ANOVA, mientras que los datos cualitativos se examinan temáticamente. Los resultados de las estadísticas inferenciales revelan una mejora significativa en la escritura persuasiva del estudiantado. Su participación en actividades de argumentación científica ha fomentado el desarrollo del pensamiento crítico, permitiéndoles tomar decisiones informadas y respaldadas con argumentos válidos. Los datos de la entrevista destacan ciertos desafíos y posibles mejoras entorno a la argumentación científica y su integración en la enseñanza del inglés. 

  • English

    This study investigates the development of persuasive writing skills in a sample of 44 grade VIII English learners from a private school in Rawalpindi-Pakistan. It employs a quasi-experimental time-series design, carrying out three pre-tests at different intervals which are followed by five lessons integrating scientific argumentation. To explore the effectiveness of the intervention, three post-tests at different intervals have also been conducted. The use of this design with six levels of measurement is aimed at improving the reliability in measuring variables. Furthermore, a semi-structured interview protocol has been developed to explore the students’ experience with scientific argumentation, its strengths, and challenges. Quantitative data has been analysed using mean, SD, t-test, and ANOVA, while qualitative data has been thematically analysed. Results from inferential statistics reveal a significant improvement in the students’ persuasive writing. Their involvement in scientific argumentation has enabled them to think critically, make an informed decision, and support it with valid arguments. The interview data highlights certain challenges as well as ways of improving scientific argumentation and its integration into English language teaching. 

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