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Abstract
This study aimed to explore students' perspectives on the use of a computer-based graphic organizer with embedded self-regulated learning strategies for argumentative writing in higher education. The researchers conducted a qualitative study with blended ethnographic design to gather data on students' experiences and opinions regarding the use of this technology in their writing process. The participants were recruited using convenient sampling technique and there were 9 EFL students participated in this study. The findings indicated that the majority of students found the computer-based graphic organizer to be helpful in organizing their ideas, monitoring their progress, and regulating their learning strategies while writing argumentative essays in higher education. The students' positive perspectives on the use of this technology highlight its potential as an effective tool for enhancing argumentative writing skills in higher education. Furthermore, this study contributes to the growing body of research on the integration of technology and self-regulated learning strategies in writing instruction. The results of this study support the use of a computer-based graphic organizer with embedded self-regulated learning strategies as a valuable tool in higher education for improving students' argumentative writing skills.References
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