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.