Improving Argumentative Writing Performance among Chinese EFL Postgraduates Using WeCWI-Enabled Tencent Docs

Abstract

Web-based Cognitive Writing Instruction (WeCWI) was designed for the second language (L2) learners’ language and cognitive development. It is facilitated by digital technology and incorporates reading, discussion and writing activities in language instructions. With an increased opportunity for collaboration and positive outcomes through computer-mediated L2 writing, WeCWI emphasises technology-enhanced explicit writing instruction, and joint construction between peers and the instructor that has been proven efficient for writing development. The current study intends to investigate the effects of WeCWI-enabled instructional tool using Tencent Docs on EFL postgraduates’ argumentative writing performance. This study utilised a quasi-experimental design in which two intact classes were randomly assigned to two conditions: (1) WeCWI-enabled writing instruction (n=56) and (2) conventional writing instruction (n=55). After running an independent-sample t-test, results showed that students in the experimental group outperformed the control group in the aspects of overall writing scores, sub-scores of argument effect, and organisation. A significant improvement in language use was found within-group comparisons in both the experimental and control groups. The results suggested that WeCWI-enabled writing instruction was more effective than the conventional writing instruction for argumentative writing, as it attaches greater importance to reading, online discussion facilitated by graphic organisers, instructional videos on strategies and genre knowledge, joint construction between peers and the teacher, and collaborative reviewing and editing. The results of this study have significant implications for the enhancement of argumentative writing skills among Chinese EFL learners. Therefore, it is recommended that the utilisation of WeCWI be expanded across a wider range of settings to facilitate the enhancement of students’ argumentative writing skills.