{"title":"Changes in Argumentation Performance: Effects of Teacher-Student Collaborative Assessment","authors":"Xiaoyan Xu, Yuexin Zhong, Zimeng Shao","doi":"10.1515/CJAL-2022-0401","DOIUrl":null,"url":null,"abstract":"Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.","PeriodicalId":43185,"journal":{"name":"Chinese Journal of Applied Linguistics","volume":"45 1","pages":"491 - 509"},"PeriodicalIF":1.0000,"publicationDate":"2022-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Chinese Journal of Applied Linguistics","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1515/CJAL-2022-0401","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Abstract This paper compares the effectiveness of one-semester-long instruction of teacher-student collaborative assessment (TSCA) and trained peer review assessment (TPRA). Dependent variables include occurrence of structural elements of the simplified Toulmin model, and improvement of argumentation substance which refers to the quality of reasoning reflected in Toulmin structural elements. Eighty-one sophomore English majors from TSCA group (n=41) and TPRA group (n= 40) were asked to construct two argumentative essays at both the beginning and the end of the semester. The results reveal that the TSCA group produced significantly more counterargument claims and rebuttal data. Additionally, the TSCA group significantly outperformed TPRA group in constructing stronger counterargument claim, rebuttal claim and rebuttal data.
期刊介绍：
The Chinese Journal of Applied Linguistics (CJAL) (formerly known as Teaching English in China – CELEA Journal) was created in 1978 as a newsletter by the British Council, Beijing. It is the affiliated journal of the China English Language Education Association (founded in 1981 and now the Chinese affiliate of AILA [International Association of Applied Linguistics]). The Chinese Journal of Applied Linguistics is the only English language teaching (ELT) journal in China that is published in English, serving as a window to Chinese reform on ELT for professionals in China and around the world. The journal is internationally focused, fully refereed, and its articles address a wide variety of topics in Chinese applied linguistics which include – but also reach beyond – the topics of language education and second language acquisition.
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