TEACHING ARGUMENTATIVE WRITING: A Heutagogy-based Technology-Assisted Collaborative Learning

Teaching Argumentative Writing: A Heutagogy-Based Technology-Assisted Collaborative Learning presents an innovative instructional model for teaching argumentative writing in higher education, responding to the pedagogical and technological challenges of the 21st century. Argumentative writing is positioned as a crucial academic and life skill, essential not only for scholarly success but also for professional communication and active participation in digital and civic discourse.

Grounded in the limitations of traditional teacher-centered writing instruction, this book proposes an integrated learning model built upon three key pillars: heutagogy (self-determined learning), pedagogically driven technology integration, and collaborative learning. These components work synergistically to foster learner autonomy, critical thinking, reflective practice, and the ability to construct coherent, evidence-based arguments.

The book systematically explores the theoretical foundations underpinning the model, including Multiple Intelligences Theory, Social Learning Theory, heutagogy, academic and argumentative writing principles, Technology-Assisted Language Learning (TALL/CALL), and collaborative learning. It also provides practical guidance through detailed planning, implementation strategies, sample learning activities, and assessment models aligned with heutagogical principles.