Argumentation skills of secondary school students were evaluated in Finland (n=290), France (n=54), and England (n=41). The data were collected from 4 tasks comprising 7 variables. The results indicated that most of the students had correctly justified arguments and conclusions, and composed clear claims and relevant arguments. However, many students had difficulties in recognising the main cla...

The present case study sought to investigate the application of dynamic assessment to an EFL writing context. It primarily aimed to understand the effectiveness of an interactionist dynamic assessment procedure through a web-based application in enhancing argumentative essay writing skill at the university level. The three participants of the study received mediational interactions in five cons...

ABSTRACTThis study investigates how Indonesian undergraduate EFL students construct argumentative essays through critical discussion using Declarative speech acts and pragmatic approaches. This employed a qualitative research method. The data consist of authored by majoring in English at private university Indonesia (N=34). Students worked pairs to discuss controversial topic, separated into pr...

The purpose of this study was to explore the relationships between the PASS model of intelligence and writing achievement in junior high students (aged 11-15 years) with and without written expression disabilities (as determined by school records and achievement testing). The PASS model of intelligence was operationalized as the Das-Naglieri: Cognitive Assessment System (CAS; 1997). Ninety-six ...