Abstract:

The development of argumentation skills is a fundamental aim of science education at all educational levels as these skills are necessary for understanding and evaluating a large amount of scientific knowledge. Engaging students in argumentation helps developing science proficiency. While argumentation has been extensively researched in Master’s education, the development of Bachelor students’ argumentation skills is less explored. The present study is an attempt to bridge this gap by implementing argumentation both as a formative and summative tool during the three terms of the English as a foreign language course for undergraduate biology students. This study aimed to define the effectiveness of the implemented argument-based teaching approach and dialogue peer-assessment for improving the students’ argumentation skills. They had an opportunity to practice argumentative peer feedback while defending arguments on scientific concepts and write argumentative essays on socio-scientific issues. The qualitative and quantitative research methods were used to reveal the dynamics of students' argumentation skills – interview, observation and TOEFL writing section assignments. During the post-test interviews the students reported about their improved argumentation skills. The majority of them appreciated the benefits of dialogue feedback that enhanced their understanding of biology concepts and scientific argumentation. Observation of students in both groups across the course showed that they could provide strong arguments which were supported with data and reasons; they could better generate explanations from data using their own experience. Their essays were notable for having lexical and syntactic complexity, and cohesion. The post-test TOEFL integrated and independent writing tasks revealed a positive dynamics which could be seen in the transfer from A2 Pre-Intermediate into B1 Intermediate level in group 1 and the transfer from B2 Upper-Intermediate into C1 Advanced level in group 2. The practical relevance of this study consists of reviewing its findings for improving Bachelor students’ argumentation skills in the groups of other specialties.

Keywords:

English as a foreign language, undergraduate biology students, scientific reasoning, argumentation skills, argumentative peer-assessment, argumentative essay, formative and summative evaluation.