The Effect of Reflection Supported Learning versus Electronic Supported Learning on Iranian Intermediate EFL Learners' Argumentative Writing

Abstract

This study aimed to find the effects of reflection-supported learning versus electronic-supported learning on Iranian intermediate EFL learners’ argumentative writing. Second, it attempted to determine whether reflection-supported or electronic-supported learning has more beneficial effects on improving Iranian intermediate EFL learners’ argumentative writing. 46 female EFL learners from Pardisan Institute in Marand - East Azerbaijan participated in this study. PET test was used to homogenize the participants. They were non-randomly assigned into two experimental groups. The first experimental group received reflection-supported learning treatment and the second experimental group received electronic-supported learning treatment. Furthermore, MANCOVA was used to check the scores of the pre-test and post-test. The results revealed that the electronic-supported group yielded superior outcomes to the reflective-supported group.