2026-04-23T00:37:29Zhttps://ebiltegia.mondragon.edu/oai/request

oai:ebiltegia.mondragon.edu:20.500.11984/62762024-03-08T11:44:10Zcom_20.500.11984_473col_20.500.11984_476

00925njm 22002777a 4500 dc Arias-Hermoso, Roberto author Imaz Agirre, Ainara author Garro, Eneritz author 2024-01-31 This paper examines secondary education students’ multilingual writing based on two input modalities to understand the influence of input on argumentation and sourcing strategies. Participants produced texts in Basque, Spanish and English based on a video or a text, and texts were analysed to explore their production of argumentation elements and sourcing strategies. Differences were found between input modalities in the use of data and rebuttals, and in copying. Across-language differences were also found in the use of data and counterarguments, and in the use of original ideas and paraphrasing. Additionally, complex argumentation elements elicited more original ideas than simple ones. Findings suggest that different writing sub-processes might be activated when composing from different sources and that argumentation and sourcing might be transferable across languages. These results may have important implications for educators in multilingual programs who aim to support their students in acquiring academic writing skills in multiple languages. 1873-5916 https://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=174349 https://hdl.handle.net/20.500.11984/6276 Source-based writing Argumentation Source use strategies Multilingualism Secondary education A comparison between input modalities and languages in source-based multilingual argumentative writing