Session Information
99 ERC SES 04 C, Interactive Poster Session
Poster Session
Contribution
Argumentative writing is a critical genre that involves justifying and supporting a position on an issue or topic with reliable evidence. They aim to persuade the audience by providing logical reasons for a belief or idea. Studies have shown that students often struggle to write rebuttal paragraphs and maintain an academic tone while developing their argumentative essays (Ozfidan& Mitchell, 2020).
Marzano's teaching strategies are known to have a significant impact on student learning, especially when they are well organised, systematically applied and properly assessed in class (Akdeniz, 2016; Marzano, 2003).
Marzano's nine strategies include setting goals and providing feedback, reinforcing effort and providing recognition, cooperative learning, homework and exercises, questions, hints and advance organisers, summaries and notes, recognising similarities and differences, creating and testing hypotheses, and using non-linguistic representations (Marzano et al., 2007).
These strategies, based on research on effective teaching, have been widely studied in the United States, but not in the Kazakh context, particularly in the area of teaching argumentative writing. This study aims to fill this gap and potentially extend the application of Marzano’s strategies to other educational contexts.
This study aims to assess the effectiveness of Marzano's instructional strategies in enhancing the writing skills of students in 11th grade English and 8th grade Kazakh language courses. By focusing on argumentative essay writing, the research seeks to understand how these strategies can improve students' writing abilities in different language contexts.
Objectives:
- To evaluate the improvement in argumentative essay writing skills in English and Kazakh language classes after applying Marzano's instructional strategies.
- To identify the challenges faced by students of varying proficiency levels (A, B, and C) in writing argumentative essays in both languages.
- To assess changes in students' perceptions and difficulties regarding argumentative essay writing before and after the intervention
Method
The proposed study will adopt a single-group intervention methodology, focusing on 11th grade students enrolled in an English course and 8th grade students in a Kazakh language course. This approach is designed to assess the effectiveness of Marzano's instructional strategies in enhancing argumentative essay writing skills. The intervention, spanning a period of four weeks, will involve a detailed module on argumentative essay writing, underpinned by Marzano's instructional methodologies. Key to the study's methodology is the collection of both quantitative and qualitative data. Quantitative data will be gathered through pre-test and post-test assessments. These tests are designed to objectively measure the writing skills of the students before and after the implementation of Marzano's strategies, allowing for a direct comparison of their effectiveness. In addition to these tests, qualitative data will be obtained through a series of structured interviews and surveys. These will be conducted with students across different proficiency levels - categorized as A, B, and C - both prior to and following the intervention. The interviews aim to delve deeper into the students' personal experiences, challenges, and perceptions regarding argumentative essay writing in their respective language courses. Surveys will further supplement this by providing broader insights into the common difficulties faced by students in learning and improving their writing skills in English and Kazakh. The analysis of this data will be twofold. For the quantitative aspect, a comparative analysis of the pre-test and post-test results will be conducted. This will provide a clear picture of the improvements or changes in the students' argumentative essay writing skills, attributable to the instructional strategies employed. The qualitative data from interviews and surveys will undergo thematic analysis. This approach will help in identifying recurring themes, patterns, and insights regarding the students' experiences and the impact of the instructional strategies on their learning process.
Expected Outcomes
The study is expected to demonstrate the effectiveness of Marzano's instructional strategies in improving argumentative essay writing skills across different languages. It will also provide insights into the specific challenges faced by students in writing argumentative essays and how these can be addressed through targeted instructional methods.
References
Akdeniz, C. (Ed.). (2016.) Instructional process and concepts in theory and practice: Improving the teaching process. Singapore: Springer. Ozfidan, B., & Mitchell, C. (2020). Detected Difficulties in Argumentative Writing: The Case of Culturally and Linguistically Saudi Backgrounded Students. Journal of Ethnic and Cultural Studies, 7(2), 15–29. https://www.jstor.org/stable/48710081 Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). classroom management that works: Research-based strategies for every teacher. ASCD. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: The Association for Supervision and Curriculum Development.
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