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dc.rights.licenseAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.contributor.authorArias-Hermoso, Roberto
dc.contributor.authorImaz Agirre, Ainara
dc.contributor.authorGarro, Eneritz
dc.date.accessioned2024-03-07T12:45:47Z
dc.date.available2024-03-07T12:45:47Z
dc.date.issued2024-01-31
dc.identifier.issn1873-5916en
dc.identifier.otherhttps://katalogoa.mondragon.edu/janium-bin/janium_login_opac.pl?find&ficha_no=174349en
dc.identifier.urihttps://hdl.handle.net/20.500.11984/6276
dc.description.abstractThis 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.en
dc.description.sponsorshipBasque Governmenten
dc.description.sponsorshipSpanish Ministry of Science, Innovation and Universitiesen
dc.language.isoengen
dc.publisherElsevier Ltden
dc.rights© 2024 Elsevier B.V.en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSource-based writingen
dc.subjectArgumentationen
dc.subjectSource use strategiesen
dc.subjectMultilingualismen
dc.subjectSecondary educationen
dc.titleA comparison between input modalities and languages in source-based multilingual argumentative writingen
dcterms.accessRightshttp://purl.org/coar/access_right/c_f1cfen
dcterms.bibliographicCitationArias-Hermoso, R., Agirre, A. I., & Larrañaga, E. G. (2024). A comparison between input modalities and languages in source-based multilingual argumentative writing. Assessing Writing, 60, 100813. https://doi.org/10.1016/j.asw.2024.100813en
dcterms.sourceAssessing Writingen
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.description.peerreviewedtrueen
local.identifier.doihttps://doi.org/10.1016/j.asw.2024.100813en
local.embargo.enddate2026-01-31
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
oaire.funderNameBasque Governmenten
oaire.funderIdentifierhttps://ror.org/00pz2fp31 / http://data.crossref.org/fundingdata/funder/10.13039/501100003086en
oaire.funderIdentifierhttps://ror.org/038jjxj40 / http://data.crossref.org/fundingdata/funder/10.13039/501100010198en
oaire.awardNumberPRE-E_2021_1_0001 & IT1664-22en
oaire.awardNumberPID2019-111655RA-I00en


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International