Integrating Computer-Aided Argument Mapping and the Flipgrid Application to Foster Self-Directed Learning and Enhance Students’ Argumentative Writing Skills

This study investigates the impact of integrating computer-aided argument mapping (CAAM) and the Flipgrid app to foster self-directed learning and enhance argumentative writing skills among university EFL learners. A mixed-methods approach with a single-group pre- and post-test design was employed, involving 27 third-year university EFL students selected through purposive sampling. Over 13 sessions, with 11 dedicated to the intervention and 1 each for pre- and post-testing, participants engaged in CAAM and Flipgrid-facilitated activities designed to improve argumentative writing. Results reveal a significant improvement in students’ writing performance, indicated by a substantial increase in their overall writing score from M=11.25 to M=18.77, (p<.001), confirming the intervention’s effectiveness. In the ‘writing content,’ aspect, notable progress was observed in the ‘evidence’ sub-component, while improvement in ‘counter-arguments’ was minimal. An improvement in the ‘writing coherence’ aspect was also observed with ‘logical connections 1’ showing substantial progress. Additionally, students’ writing tasks indicated marked improvement, with significant differences in the scores between the first and subsequent writing tasks. Qualitative feedback showed that students not only gained confidence in organizing their arguments but also showed significant growth in their ability to engage in self-directed learning. The study shows how combining CAAM with Flipgrid can enhance students’ argumentative writing in self-access settings, suggesting that visual argument mapping with interactive video platforms may effectively support skill development in self-directed learning.