TY - GEN
T1 - Written Composition and Quality of the Argumentative Text from Self-regulated Mediation
AU - Gotopo, Navas Soratna
AU - Rosendo, Garces Eduardo
AU - Ramirez, Guanipa Frank
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - This work discloses the results of an investigation whose objective was to determine the incidences of self-regulation in the process of writing argumentative texts in university students. The sample consisted of 20 students, aged between 16 and 18 years, drawn from a conglomerate of 40 students from the first cycle of the CRT1 course. The analysis of the information confirmed, regarding the process of written composition, that the students did not fully apply the underlying cognitive skills in such process, while writing was perceived as an academic event, whose recipient was always the teacher. Regarding the text prepared by the students, deficiencies were observed regarding the argumentative superstructure, text properties and writing regulations. After the mediation, with a learning project from a strategic teaching approach, there were considerable advances with respect to the initial situation -pretest; This proved that self-regulation positively affects both the written composition of argumentative texts and the quality of the texts produced by students. In addition, it was found that indicators of self-regulated learning underlie written composition.
AB - This work discloses the results of an investigation whose objective was to determine the incidences of self-regulation in the process of writing argumentative texts in university students. The sample consisted of 20 students, aged between 16 and 18 years, drawn from a conglomerate of 40 students from the first cycle of the CRT1 course. The analysis of the information confirmed, regarding the process of written composition, that the students did not fully apply the underlying cognitive skills in such process, while writing was perceived as an academic event, whose recipient was always the teacher. Regarding the text prepared by the students, deficiencies were observed regarding the argumentative superstructure, text properties and writing regulations. After the mediation, with a learning project from a strategic teaching approach, there were considerable advances with respect to the initial situation -pretest; This proved that self-regulation positively affects both the written composition of argumentative texts and the quality of the texts produced by students. In addition, it was found that indicators of self-regulated learning underlie written composition.
KW - Argumentative Texts
KW - Strategic Self-Regulation
KW - Written Composition
UR - http://www.scopus.com/inward/record.url?scp=85144129166&partnerID=8YFLogxK
U2 - 10.1109/ICALTER57193.2022.9964903
DO - 10.1109/ICALTER57193.2022.9964903
M3 - Contribución a la conferencia
AN - SCOPUS:85144129166
T3 - Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022
BT - Proceedings of the 2022 IEEE 2nd International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 2nd IEEE International Conference on Advanced Learning Technologies on Education and Research, ICALTER 2022
Y2 - 16 November 2022 through 19 November 2022
ER -