Supporting data for “Developing a Chatbot-Assisted Approach to Enhance the Teaching and Learning of Argumentative Writing”

This thesis aims to investigate the use of chatbots in teaching argumentative writing to English as a foreign language (EFL) students. Through five studies, this thesis examines the applicability of chatbot-assisted learning for argumentative writing from multiple perspectives. Study 1 focuses on the student perspective, describing the design and development of a novel chatbot used to scaffold students' argument construction. It also explores EFL students' perceptions of using the chatbot for writing argumentative essays. Study 2 delves into the process of EFL students' interaction with the chatbot in composing argumentative essays. Study 3 shifts the perspective to the teacher, investigating how EFL teachers can integrate chatbots into their teaching of argumentative writing. Studies 4 and 5 investigate the incorporation of chatbots into in-class learning activities to enhance students' argumentative writing skills. A novel task design called chatbot-assisted in-class debates is developed, where students interact with the chatbot before engaging in debates with their classmates. Study 4 examines the effects of this learning design on students' argumentative writing skills and task motivation. Study 5 focuses on students' behavioral, cognitive, and affective engagement in chatbot-assisted in-class debates. For each of the five studies, separate data collection was conducted involving distinct participants. A diverse range of data sources was gathered and used. These sources encompassed questionnaire responses, student essays, teacher lesson plans, screen recordings, classroom audio recordings, interview transcripts, and chat logs.

本论文旨在探讨将聊天机器人在教授英语作为外语（EFL）学生的论说文写作中的应用。通过五项研究，本论文从多个角度考察了聊天机器人辅助学习的论说文写作适用性。研究一聚焦于学生视角，描述了一种用于构建学生论点框架的全新聊天机器人的设计和开发。同时，它还探讨了EFL学生使用聊天机器人撰写论说文时的感知。研究二深入探讨了EFL学生在撰写论说文时与聊天机器人的互动过程。研究三转换视角至教师，探究了EFL教师如何将聊天机器人整合到他们的论说文教学之中。研究四和研究五研究了将聊天机器人融入课堂学习活动，以提升学生的论说文写作技能。一种名为聊天机器人辅助课堂辩论的新颖任务设计被开发出来，其中学生在与同学进行辩论之前，会与聊天机器人进行互动。研究四检验了这种学习设计对学生论说文写作技能和任务动机的影响。研究五则聚焦于学生在聊天机器人辅助课堂辩论中的行为、认知和情感投入。对于这五项研究，分别进行了涉及不同参与者的独立数据收集。收集并使用了多样化的数据来源，包括问卷回复、学生论文、教师教案、屏幕录制、课堂音频录制、访谈记录和聊天记录。