Scaffolding academic writing through spatial thinking: an educational action research study of the ‘stereoscopic thinking’ model in a graduate writing course

This paper documents a year-long educational action research project that explored the implementation of an innovative pedagogical model, ‘Stereoscopic Thinking Writing Training,’ within a graduate-level academic writing course at a university in Taiwan. Motivated by the persistent challenge of helping students develop clear argument structures and robust problem awareness, this study reframes the abstract task of structuring academic writing as a concrete, visual-spatial activity. The research was conducted with a cohort of 24 master’s and doctoral students and followed two iterative cycles consistent with the Kemmis and McTaggart action research spiral. Adopting a mixed-methods approach, the study utilised student-generated artefacts (spatial structure diagrams, sequential paper drafts), semi-structured interviews, a teacher-researcher’s reflective journal, and learning portfolios as primary qualitative data sources. Pre- and post-intervention assessments were used not for statistical generalisation but as descriptive indicators to catalyse reflection and guide pedagogical adjustment. The findings reveal a noticeable shift in students’ work from linear, descriptive outlines to hierarchical, argument-driven architectures. Crucially, this paper also reports on the tensions, surprises, and students on the margins who did not respond well to the approach – offering a transparent, warts-and-all account of practitioner inquiry. This paper contributes a reflective, practice-based account of a pedagogical innovation, offering practical insights for educators seeking to investigate and improve academic writing instruction in higher education through action research.