Erregistro soila

dc.rights.licenseAttribution 4.0 International*
dc.contributor.authorGarro, Eneritz
dc.contributor.authorAntón, Eneko
dc.contributor.authorArias-Hermoso, Roberto
dc.contributor.authorCarmona, Unai
dc.date.accessioned2024-10-29T17:16:23Z
dc.date.available2024-10-29T17:16:23Z
dc.date.issued2024
dc.identifier.issn2212-8433en
dc.identifier.issn2212-8441en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=177999en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/6743
dc.description.abstractThe present quasi-experimental study explores the effects of instruction on secondary students’ scientific argumentative writing in a Basque medium of instruction program. Secondary students (N = 105) completed written tasks before and after a unit on energy in their science class as part of this investigation. The experimental group (n = 61) additionally took part in three, one-hour sessions focused on scientific argumentation via instruction in cognitive discourse functions (Dalton-Puffer, 2013), while the control group (n = 44) completed the unit on energy without the additional instruction on argumentation. The final corpus of 210 texts was analysed using Toulmin’s Argumentation Pattern (1958). ANOVAs showed that the experimental group’s use of argumentation strategies increased significantly, while the control group’s use of such strategies did not increase. Thus, the results show that instruction on argumentation helps students to write better argumentative compositions. These findings suggest that instruction in the use of Cognitive Discourse Functions allows for academic language learning in bilingual education contexts. The pedagogical implications and future research directions of this study’s findings are discussed.en
dc.description.sponsorshipBasque Governmenten
dc.description.sponsorshipSpanish Ministry of Science, Innovation and Universitiesen
dc.language.isoengen
dc.publisherJohn Benjamins Publishing Companyen
dc.rights© John Benjamins Publishing Companyen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectArgumentationen
dc.subjectCognitive discourse functionsen
dc.subjectScientific writingen
dc.subjectSecondary Educationen
dc.subjectBasqueen
dc.titleThe effects of instruction on students´ argumentative scientific writing in a Basque medium of instruction settingen
dcterms.accessRightshttp://purl.org/coar/access_right/c_abf2en
dcterms.bibliographicCitationGarro Larrañaga, E., Antón, E., Arias-Hermoso, R., & Carmona, U. (2024). The effects of instruction on students’ argumentative scientific writing in a Basque medium of instruction setting. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.23014.garen
dcterms.sourceJournal of Immersion and Content-Based Language Educationen
local.contributor.groupHezkuntza berrikuntzaeu
local.contributor.groupInnovación educativaes
local.contributor.groupHizkuntzak eta kulturak gizartean eta eskolaneu
local.contributor.groupLenguas y culturas en la sociedad y en la escuelaes
local.contributor.groupSTEM eta digitalizazioaeu
local.contributor.groupSTEM y digitalizaciónes
local.description.peerreviewedtrueen
local.identifier.doihttps://doi.org/10.1075/jicb.23014.garen
local.relation.projectIDRE-E_2021_1_0001 & IT1664-22en
local.relation.projectIDPID2019-111655RA-I00en
oaire.format.mimetypeapplication/pdfen
oaire.file$DSPACE\assetstoreen
oaire.resourceTypehttp://purl.org/coar/resource_type/c_6501en
oaire.versionhttp://purl.org/coar/version/c_ab4af688f83e57aaen
dc.unesco.tesaurohttp://vocabularies.unesco.org/thesaurus/concept10651en
oaire.funderIdentifierhttps://ror.org/038jjxj40 / http://data.crossref.org/fundingdata/funder/10.13039/501100010198en
dc.unesco.clasificacionhttp://skos.um.es/unesco6/531204en


Item honetako fitxategiak

Thumbnail
Thumbnail

Item hau honako bilduma honetan/hauetan agertzen da

Erregistro soila

Attribution 4.0 International
Bestelakorik adierazi ezean, itemaren baimena horrela deskribatzen da: Attribution 4.0 International