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
Altas, E. A., & Mede, E. (2020). The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers. Turkish Online Journal of Distance Education, 22(1), 66–88. https://doi.org/10.17718/TOJDE.849885
An, Z., Wang, C., Li, S., Gan, Z., & Li, H. (2021). Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes. Frontiers in Psychology, 11, 558466. https://doi.org/10.3389/FPSYG.2020.558466/BIBTEX
Barstow, B., Fazio, L., Lippman, J., Falakmasir, M., Schunn, C. D., & Ashley, K. D. (2017). The Impacts of Domain-General vs. Domain-Specific Diagramming Tools on Writing. International Journal of Artificial Intelligence in Education, 27(4), 671–693. https://doi.org/10.1007/S40593-016-0130-Z/FIGURES/7
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797–817. https://doi.org/10.1080/095006900412284
Bernacki, M. L., Byrnes, J. P., & Cromley, J. G. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148–161. https://doi.org/10.1016/J.CEDPSYCH.2011.12.001
Boykin, A., Evmenova, A. S., Regan, K., & Mastropieri, M. (2019). The impact of a computer-based graphic organizer with embedded self-regulated learning strategies on the argumentative writing of students in inclusive cross-curricula settings. Computers & Education, 137, 78–90.
Brady, K. K., Evmenova, A. S., Regan, K. S., Ainsworth, M. K., & Gafurov, B. S. (2022). Using a Technology-Based Graphic Organizer to Improve the Planning and Persuasive Paragraph Writing by Adolescents With Disabilities and Writing Difficulties. Journal of Special Education, 55(4), 222–233. https://doi.org/10.1177/00224669211008256/ASSET/IMAGES/LARGE/10.1177_00224669211008256-FIG2.JPEG
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic Analysis. In P. Liamputtong (Ed.), Handbook of Research Methods in Health Social Sciences (pp. 843–860). Springer. https://doi.org/10.1007/978-981-10-5251-4_103
Ciullo, S. P., & Reutebuch, C. (2013). Computer-Based Graphic Organizers for Students with LD: A Systematic Review of Literature. Learning Disabilities Research & Practice, 28(4), 196–210. https://doi.org/10.1111/LDRP.12017
Clark, S. K., & Neal, J. (2018). Teaching second-grade students to write sequential text. The Journal of Educational Research, 111(6), 764–772. https://doi.org/10.1080/00220671.2018.1437531
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly: Management Information Systems, 13(3), 319–339. https://doi.org/10.2307/249008
Duke, N. K. (2000). 3.6 Minutes per Day: The Scarcity of Informational Texts in First Grade. Reading Research Quarterly, 35(2), 202–224. https://doi.org/10.1598/RRQ.35.2.1
Ellis, D., & Zimmerman, B. J. (2001). Enhancing Self-Monitoring during Self-Regulated Learning of Speech. In H. J. Hartman (Ed.), Metacognition in Learning and Instruction: Theory, Research and Practice (pp. 205–228). Springer Netherlands. https://doi.org/10.1007/978-94-017-2243-8_10
Evmenova, A. S., Regan, K., Boykin, A., Good, K., Hughes, M., MacVittie, N., Sacco, D., Ahn, S. Y., & Chirinos, D. (2015). Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer. Http://Dx.Doi.Org/10.1177/0014402915591697, 82(2), 170–191. https://doi.org/10.1177/0014402915591697
Evmenova, A. S., Regan, K., Boykin, A., Good, K., Hughes, M., MacVittie, N., Sacco, D., Ahn, S. Y., & Chirinos, D. (2016). Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer. Exceptional Children, 82(2), 170–191. https://doi.org/10.1177/0014402915591697
Evmenova, A. S., Regan, K., & Hutchison, A. (2020). AT for Writing: Technology-Based Graphic Organizers With Embedded Supports. Teaching Exceptional Children, 52(4), 266–269. https://doi.org/10.1177/0040059920907571/ASSET/0040059920907571.FP.PNG_V03
García-Sánchez, J.-N., & Fidalgo-Redondo, R. (2006). Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy. Learning Disability Quarterly, 29(3), 181–211. https://doi.org/10.2307/30035506
Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly: Management Information Systems, 19(2), 213–233. https://doi.org/10.2307/249689
Hughes, M. D., Regan, K. S., & Evmenova, A. (2019a). A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing. Intervention in School and Clinic, 55(1), 13–22. https://doi.org/10.1177/1053451219833026
Hughes, M. D., Regan, K. S., & Evmenova, A. (2019b). A Computer-Based Graphic Organizer With Embedded Self-Regulated Learning Strategies to Support Student Writing. Intervention in School and Clinic, 55(1), 13–22. https://doi.org/10.1177/1053451219833026
Jeong, J., & Frye, D. (2020). Self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17–27. https://doi.org/10.1016/j.ecresq.2018.12.007
Kothari, C. R. (2004). Research methodology: Methods and techniques. New Age International.
Kozinets, R. (2010). Netnography. Doing Ethnographic Research Online. By Robert. Canadian Journal of Communication, 38(1).
Lai, C., & Zheng, D. (2018). Self-directed use of mobile devices for language learning beyond the classroom. ReCALL, 30(3), 299–318. https://doi.org/10.1017/S0958344017000258
Memon, M. Q., Lu, Y., Memon, A. R., Memon, A., Munshi, P., & Shah, S. F. A. (2022). Does the Impact of Technology Sustain Students’ Satisfaction, Academic and Functional Performance: An Analysis via Interactive and Self-Regulated Learning? Sustainability (Switzerland), 14(12), 7226. https://doi.org/10.3390/SU14127226/S1
Mochizuki, T., Nishimori, T., Tsubakimoto, M., Oura, H., Sato, T., Johansson, H., Nakahara, J., & Yamauchi, Y. (2019). Development of software to support argumentative reading and writing by means of creating a graphic organizer from an electronic text. Educational Technology Research and Development, 67(5), 1197–1230. https://doi.org/10.1007/s11423-019-09676-1
Moss, B. (2005). Making a Case and a Place for Effective Content Area Literacy Instruction in the Elementary Grades. The Reading Teacher, 59(1), 46–55. https://doi.org/10.1598/RT.59.1.5
Peltier, C., Garwood, J. D., McKenna, J., Peltier, T., & Sendra, J. (2021). Using the SRSD Instructional Approach for Argumentative Writing: A Look across the Content Areas. Learning Disabilities Research and Practice, 36(3), 224–234. https://doi.org/10.1111/LDRP.12255/ASSET/IMAGES/LARGE/10.1111_LDRP.12255-FIG3.JPEG
Ponce, H., Mayer, R., and, M. L.-E. T. R., & 2013, undefined. (2013). A computer-based spatial learning strategy approach that improves reading comprehension and writing. SpringerHR Ponce, RE Mayer, MJ LopezEducational Technology Research and Development, 2013•Springer, 61(5), 819–840. https://doi.org/10.1007/s11423-013-9310-9
Reed, D. K., Petscher, Y., & Truckenmiller, A. J. (2017). The Contribution of General Reading Ability to Science Achievement. Reading Research Quarterly, 52(2), 253–266. https://doi.org/10.1002/RRQ.158
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 1–28. https://doi.org/10.1186/S41239-017-0063-0/FIGURES/1
Sturm, J. M., & Rankin-Erickson, J. L. (2002). Effects of Hand-Drawn and Computer-Generated Concept Mapping on the Expository Writing of Middle School Students with Learning Disabilities. Learning Disabilities Research & Practice, 17(2), 124–139. https://doi.org/10.1111/1540-5826.00039
Tran, T. T. T., & Ma, Q. (2023). Technology-Enhanced Self-Regulation Instruction: A Dynamic Training Model to Facilitate Vietnamese Efl Learners’ Self-Regulated Writing Skills. https://doi.org/10.2139/SSRN.4583267
Unzueta, C. H., & Barbetta, P. M. (2012). The Effects of Computer Graphic Organizers on the Persuasive Writing of Hispanic Middle School Students with Specific Learning Disabilities. Https://Doi.Org/10.1177/016264341202700302, 27(3), 15–30. https://doi.org/10.1177/016264341202700302
Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14, 1261955. https://doi.org/10.3389/FPSYG.2023.1261955/BIBTEX
Winters, F. I., Greene, J. A., & Costich, C. M. (2008). Self-regulation of learning within computer-based learning environments: A critical analysis. Educational Psychology Review, 20(4), 429–444. https://doi.org/10.1007/S10648-008-9080-9
Zhang, Z., Maeda, Y., Newby, T., Cheng, Z., & Xu, Q. (2023). The effect of preservice teachers’ ICT integration self-efficacy beliefs on their ICT competencies: The mediating role of online self-regulated learning strategies. Computers & Education, 193, 104673. https://doi.org/10.1016/J.COMPEDU.2022.104673
Zheng, L. (2016). The effectiveness of self-regulated learning scaffolds on academic performance in computer-based learning environments: a meta-analysis. Asia Pacific Education Review, 17(2), 187–202. https://doi.org/10.1007/S12564-016-9426-9/TABLES/19
Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2(2), 173–201. https://doi.org/10.1007/BF01322178
Zimmerman, B. J. (2013). From Cognitive Modeling to Self-Regulation: A Social Cognitive Career Path. Educattonal Psychologist, 48(3), 135–147.
Zimmerman, B. J., & Risemberg, R. (1997). Self-regulatory dimensions of academic learning and motivation. In Handbook of academic learning (pp. 105–125). Elsevier. https://www.sciencedirect.com/science/article/pii/B9780125542555500053

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Author and CALL-EJ