References
- Asterhan, C. S. C. (2013). Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment. In M. Baker, J. Andriessen, & S. Järvelä (Eds.), Affective learning together. Social and emotional dimensions of collaborative learning (pp. 251–271). Routledge.
- Bacha, N. N. (2010). Teaching the academic argument in a university EFL environment. Journal of English for Academic Purposes, 9(3), 229–241. https://doi.org/10.1016/j.jeap.2010.05.001
- Baker, M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179–192. https://doi.org/10.1177/1469787416654794
- Billig, M. (1996). Arguing and thinking: A rhetorical approach to social psychology. Cambridge University Press.
- Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287.
- Gan, M. J. S., & Hattie, J. (2014). Prompting secondary students’ use of criteria, feedback specificity and feedback levels during an investigative task. Instructional Science, 42(6), 861–878. https://doi.org/10.1007/s11251-014-9319-4
- Ge, X., & Land, S. M. (2004). A conceptual framework for scaffolding ill-structured problem-solving processes using question prompts and peer interactions. Educational Technology Research and Development, 52(2), 5–22. https://doi.org/10.1007/BF02504836
- Gielen, M., & De Wever, B. (2012). Peer assessment in a Wiki: Product improvement, students’ learning And perception regarding peer feedback. Procedia - Social and Behavioral Sciences, 69, 585–594. https://doi.org/10.1016/j.sbspro.2012.11.450
- Gielen, M., & De Wever, B. (2015). Structuring the peer assessment process: A multilevel approach for the impact on product improvement and peer feedback quality. Journal of Computer Assisted Learning, 31(5), 435–449. https://doi.org/10.1111/jcal.12096
- Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007
- Hovardas, T., Tsivitanidou, O. E., & Zacharia, Z. C. (2014). Peer versus expert feedback: An investigation of the quality of peer feedback among secondary school students. Computers & Education, 71, 133–152. https://doi.org/10.1016/j.compedu.2013.09.019
- Hron, A., Hesse, F., Reinhard, P., & Picard, E. (1997). Strukturierte Kooperation beim computerunterstützten kollaborativen Lernen. Unterrichtswissenschaft, 25(1), 56–69. https://doi.org/10.25656/01:7872
- Hyland, K. (1990). A genre description of the argumentative essay. RELC Journal, 21(1), 66–78. https://doi.org/10.1177/003368829002100105
- Jonassen, D. H., & Kim, B. (2010). Arguing to learn and learning to argue: Design justifications and guidelines. Educational Technology Research and Development, 58(4), 439–457. https://doi.org/10.1007/s11423-009-9143-8
- Kollar, I., Fischer, F., & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708–721. https://doi.org/10.1016/j.learninstruc.2007.09.021
- Koschmann, T. (2003). CSCL, Argumentation, and Deweyan inquiry. In J. Andriessen, M. Baker, & D. Suthers (Eds.), Arguing to learn (Vol. 1, pp. 261–269). Computer-Supported Collaborative Learning. Springer. https://doi.org/10.1007/978-94-017-0781-7_10
- Kuhn, D. (1991). The skills of argument. Cambridge University Press. https://doi.org/10.1017/cbo9780511814273.035
- Kuhn, D. (1992). Thinking as argument. Harvard Educational Review, 62(2), 155–179. https://doi.org/10.17763/haer.62.2.9r424r0113t670l1
- Latifi, S., Noroozi, O., Hatami, J., & Biemans, H. J. A. (2019). How does online peer feedback improve argumentative essay writing and learning? Innovations in Education and Teaching International, 58(2), 195–206. https://doi.org/10.1080/14703297.2019.1687005
- Latifi, S., Noroozi, O., & Talaee, E. (2020). Worked example or scripting? Fostering students’ online argumentative peer feedback, essay writing and learning, Interactive Learning Environments. Interactive Learning Environments. https://doi.org/10.1080/10494820.2020.1799032
- Leitão, S. (2003). Evaluating and selecting counterarguments: Studies of children’s rhetorical awareness. Written Communication, 20(3), 269–306. https://doi.org/10.1177/0741088303257507
- Liu, N. F., & Carless, D. (2006). Peer feedback: The learning element of peer assessment. Teaching in Higher Education, 11(3), 279–290. https://doi.org/10.1080/13562510600680582
- Means, M. L., & Voss, J. F. (1996). Who reasons well? Two studies of informal reasoning among children of different grade, ability, and knowledge levels. Cognition and Instruction, 14(2), 139–178. https://doi.org/10.1207/s1532690xci1402_1
- Mei, W. S. (2006). Creating a contrastive rhetorical stance: Investigating the strategy of problematization in students’ argumentation. RELC Journal, 37(3), 329–353. https://doi.org/10.1177/0033688206071316
- Min, H.-T. (2005). Training students to become successful peer reviewers. System, 33(2), 293–308. https://doi.org/10.1016/j.system.2004.11.003
- Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21(5), 553–576. https://doi.org/10.1080/095006999290570
- Nicol, D., & Macfarlane-Dick, D. (2004). Rethinking formative assessment in HE: A theoretical model and seven principles of good feedback practice. In C. Juwah, D. Macfarlane-Dick, B. Matthew, D. Nicol, D. Ross, & B. Smith (Eds.), Enhancing student learning through effective formative feedback. The Higher Education Academy. https://www.semanticscholar.org/paper/Rethinking-Formative-Assessment-in-HE%3A-a-model-and-Macfarlane-Dick/53de35e840e6c28a235efd3cf62dd6762d7f0ec2?sort=is-influ
- Noroozi, O., Biemans, H., & Mulder, M. (2016). Relations between scripted online peer feedback processes and quality of written argumentative essay. Internet and Higher Education, 31, 20–31. https://doi.org/10.1016/j.iheduc.2016.05.002
- Noroozi, O., Dehghanzadeh, H., & Talaee, E. (2020). A systematic review on the impacts of game-based learning on argumentation skills. Entertainment Computing, 35, 100369. https://doi.org/10.1016/j.entcom.2020.100369
- Noroozi, O., & Hatami, J. (2019). The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning. Innovations in Education and Teaching International, 56(5), 548–557. https://doi.org/10.1080/14703297.2018.1431143
- Noroozi, O., Hatami, J., Bayat, A., Van Ginkel, S., Biemans, H. J. A., & Mulder, M. (2020). Students’ online argumentative peer feedback, essay writing, and content learning: Does gender matter? Interactive Learning Environments, 28(6), 698–712. https://doi.org/10.1080/10494820.2018.1543200
- Noroozi, O., Kirschner, P. A., Biemans, H. J. A., & Mulder, M. (2018). Promoting argumentation competence: Extending from first- to second-order scaffolding through adaptive fading. Educational Psychology Review, 30(1), 153–176. https://doi.org/10.1007/s10648-017-9400-z
- Noroozi, O., & Mulder, M. (2017). Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction. Biochemistry and Molecular Biology Education, 45(1), 31–39. https://doi.org/10.1002/bmb.20981
- Noroozi, O., Weinberger, A., Biemans, H. J. A., Mulder, M., & Chizari, M. (2012). Argumentation-based computer supported collaborative learning (ABCSCL): A synthesis of 15 years of research. Educational Research Review, 7(2), 79–106. Elsevier. https://doi.org/10.1016/j.edurev.2011.11.006
- Noroozi, O., Weinberger, A., Biemans, H. J. A., Mulder, M., & Chizari, M. (2013). Facilitating argumentative knowledge construction through a transactive discussion script in CSCL. Computers & Education, 61(2), 59–76. https://doi.org/10.1016/j.compedu.2012.08.013
- Patchan, M. M., & Schunn, C. D. (2015). Understanding the benefits of providing peer feedback: How students respond to peers’ texts of varying quality. Instructional Science, 43(5), 591–614. https://doi.org/10.1007/s11251-015-9353-x
- Perera, J., Mohamadou, G., & Kaur, S. (2010). The use of objective structured self-assessment and peer-feedback (OSSP) for learning communication skills: Evaluation using a controlled trial. Advances in Health Sciences Education, 15(2), 185–193. https://doi.org/10.1007/s10459-009-9191-1
- Peters, O., Körndle, H., & Narciss, S. (2018). Effects of a formative assessment script on how vocational students generate formative feedback to a peer’s or their own performance. European Journal of Psychology of Education, 33(1), 117–143. https://doi.org/10.1007/s10212-017-0344-y
- Polo, C., Plantin, C., Lund, K., & Niccolai, G. P. (2017). Group emotions in collective reasoning: A model. Argumentation, 31(2), 301–329. https://doi.org/10.1007/s10503-016-9407-5
- Reid, J. M. (1988). The process of composition. Prentice Hall.
- Schneer, D. (2014). Rethinking the argumentative essay. TESOL Journal, 5(4), 619–653. https://doi.org/10.1002/tesj.123
- Stein, N., & Bernas, R. (1999). The early emergence of argumentative knowledge and skill. In J. Andriessen & P. Corrier (Eds.), Foundations of argumentative text processing (pp. 97–116). https://www.researchgate.net/profile/Nancy_Stein3/publication/292576085_The_early_emergence_of_argumentative_knowledge_and_skill_In_J_Andriessen_P_Corrier_Eds/links/5bdb94a092851c6b27a05b1b/The-early-emergence-of-argumentative-knowledge-and-skill-In-J-And
- Teasley, S. D. (1997). Talking about reasoning: How important is the peer in peer collaboration? In L. B. Resnick., R. Saljo., C. Pontecorvo, & B. Burge (Eds.), Discourse, tools and reasoning: Essays on situated cognition (pp. 361–384). Springer.
- Topping, K. J. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. https://doi.org/10.3102/00346543068003249
- Toulmin, S. E. (1958). The uses of argument. Cambridge University Press.
- Walton, D. N. (1996). Argumentation schemes for presumptive reasoning. Psychology Press. https://doi.org/10.4324/9780203811160
- Wingate, U. (2012). “Argument!” helping students understand what essay writing is about. Journal of English for Academic Purposes, 11(2), 145–154. https://doi.org/10.1016/j.jeap.2011.11.001
- Wood, N. V. (2001). Perspectives on argument. Prentice Hall.
- Yang, Y. F. (2010). Students’ reflection on online self-correction and peer review to improve writing. Computers & Education, 55(3), 1202–1210. https://doi.org/10.1016/j.compedu.2010.05.017
- Zhu, W. (1995). Effects of training for peer response on students comments and interaction. Written Communication, 12(4), 492–528. https://doi.org/10.1177/0741088395012004004