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<p style="text-align:justify;">Brainstorming, as a&nbsp;pre-writing activity, facilitates the process of generating ideas and helps&nbsp;organize learners’ thoughts to get involved in writing activities. The present&nbsp;convergent mixed-methods study investigated whether the integration of technology&nbsp;and brainstorming could affect the argumentative writing of EFL learners.&nbsp;Initially, 68 university students in three intact classes (n=26, n=23, n=20)&nbsp;were exposed to mobile-assisted brainstorming (n=26), wordle-assisted&nbsp;brainstorming (n=23), and cooperative brainstorming (n=20) in the quantitative&nbsp;phase. For qualitative data collection, each session, some paper strips with&nbsp;three questions on them were distributed among the groups to help the&nbsp;researchers discover the participants’ learning processes and perceptions&nbsp;during the instruction. Sixty-five participants who had attended all treatment&nbsp;sessions took one immediate post-test on a seen and one delayed post-test on an&nbsp;unseen topic. Two one-way analysis of variance tests (ANOVA) examined whether&nbsp;there were statistically significant differences between the means of the&nbsp;groups. The results revealed that the wordle-assisted brainstorming group&nbsp;outperformed the two other groups in both post-tests. The findings supported&nbsp;the use of word clouds as a cognitive activity in promoting the argumentative&nbsp;essay writing of Iranian EFL learners. The study has implications for teachers,&nbsp;practitioners, and educators.</p>

Brainstorming Revisited: Does Technology Facilitate Argumentative Essay Writing?

Original Research 

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