Developing Persuasive Writing Skills Through Scientific Argumentation Using a Time-Series Design

Abstract

This study investigates the development of persuasive writing skills in a sample of 44 grade VIII English learners from a private school in Rawalpindi-Pakistan. It employs a quasi-experimental time-series design, carrying out three pre-tests at different intervals which are followed by five lessons integrating scientific argumentation. To explore the effectiveness of the intervention, three post-tests at different intervals have also been conducted. The use of this design with six levels of measurement is aimed at improving the reliability in measuring variables. Furthermore, a semi-structured interview protocol has been developed to explore the students’ experience with scientific argumentation, its strengths, and challenges. Quantitative data has been analysed using mean, SD, t-test, and ANOVA, while qualitative data has been thematically analysed. Results from inferential statistics reveal a significant improvement in the students’ persuasive writing. Their involvement in scientific argumentation has enabled them to think critically, make an informed decision, and support it with valid arguments. The interview data highlights certain challenges as well as ways of improving scientific argumentation and its integration into English language teaching.