The Effect of a Collaborative Learning- based Program on Developing English Majors’ Argumentative Writing

Abstract

The purpose of this study was to investigate the effect of an instructional course based on some collaborative learning activities on enhancing college students' argumentative practices and developing their awareness of basic argumentative concepts. Thirty seven 2nd year English majors participated in the study which took place in the academic year 2012-2013. They engaged in a literacy program with a writing focus, in which they worked both individually and collaboratively to formulate well-grounded arguments. The study utilized a mixed-research approach. Quantitative data was collected from the students' scores in the pre/post tests and was analyzed using the convenient statistical techniques. Qualitative data, on the other hand, was collected from 4 data sources: (1) some of the participants' writing samples, (2) informal semi-structured interviews conducted with high performers and low performers, (3) participants' satisfaction questionnaires, and, (4) students' self-evaluation checklists. Findings of the study indicated the effectiveness of the proposed program in developing participants' argumentative writing concepts and skills as a whole and in separation. A significant correlation was also found between argumentative writing skills and argumentative writing concepts indicating their mutually influential effects. Findings of the study are discussed and implications and recommendations for further research are stated.