New Valley University,

Faculty of Education,
Department of Curriculum & Instruction (TEFL)

Using E-tandem Approach Based Program to Develop

Argumentative Writing Skills and Self-Regulated
Language Learning Skills of Secondary
Stage Students

A Proposal
Submitted for registration of the master’s degree in Education,
Curriculum & Instruction (TEFL).

Prepared by
Asmaa Gamal Mahmoud Abdel Rahman
English Language Supervisor, Ministry of Education, El Dakhla Governorate.

Supervised by

Dr. Mohamed Ali Mohamed Kassem Dr. Hanaa El Sayed Imam

Associate Prof. of Curriculum & Lecturer of Curriculum & Instruction (TEFL),
Instruction (TEFL), Faculty of Education, Faculty of Education,
New Valley University. New Valley University

2025
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 Introduction:

Writing is a fundamental component of language learning. Through

writing, students can deliver unlimited messages to all kinds of readers.
Moreover, writing has been seen as a support system for learning grammar
and vocabulary rather than a skill on its own. Writing is the activity of being
able to communicate with language through a clear and meaningful
representation of ideas. Additionally, writing is highly valued in academic
and professional life. It could be acknowledged as a vital skill for other
foreign language skills.
Grabe & Kaplan )2014( explained that writing is defined as the ability to
reason and communicate through the inscription or recording of signs and
symbols. Also, they summarized the plural roles of writing as a mean of
measuring cognitive abilities as a central skill area in the design of
educational curricula and the patterns of their delivery in teaching and
assessment as a way of understanding some of the occupational and social
demands of daily communication in living and working and in its
ethnographic significance in exploring and explaining cultural variation and
relativeness.

One of the writing genres that EFL students are assigned is the
argumentative writing. It is the most complex mode (Baker, 2016) define
argumentative writing as a genre of writing that requires the student to
investigate a topic; collect, generate, and evaluate evidence; and establish a
position on the topic in a concise manner.

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 Argumentative writing is highly effective in demonstrating critical
thinking as students analyze, assess, and give counter-argumentation to
opposing views to persuade the reader (Nikou, 2015). Nippold and Ward-
Lonergan 2016, note that argumentative writing is a challenging
communication task that needs sophisticated cognitive and linguistic
abilities . According to (Richards and Schmidt, 2010), argumentative writing
is an attempt to back a controversial issue or defend a disputable opinion. In
argumentation, students are required to perform rigorous intellectualism
with a critical perspective. Thus, the crucial component necessary for
teaching argumentative writing is that of critical thinking.
Researchers have determined that argumentative writing is the most
difficult form of writing . Argumentative writing is highly demanded in
learning assignments, but unfortunately, most EFL students have difficulty
arguing for or against a thesis statement, in which they are required to find
evidence to back up the claim presented and provide evidence to persuade
readers of a controversial issue or adopt a particular action. Additionally,
this type of writing is crucial for students who need to express themselves in
academically acceptable ways and strategies ( Liu 2016 ; Alkholi 2017;
Zahran 2018; , Houari 2019; Obidi 2021; Shahsavar ,2022). Unfortunately,
EFL students often struggle to write argumentatively (Thepsiri &
Pojanapunya, 2020)

As (Brown ,2019) demonstrated that Argumentative writing requires

learners to plan, organize, and monitor their own thinking processes. This
can help them develop self-regulation skills, such as metacognition and self-
evaluation. Also ( Andera Lunsford and John Ruszkiewicz , 2018 ) , added

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 that the strength of an argumentative essay lies in its ability to support its
claims with solid evidence. This evidence can take many forms, including
facts, statistics, examples, anecdotes, and expert testimony. When presenting
evidence, it is important to explain how it supports your argument and to
address any potential counterarguments .

A well-organized argumentative essay is essential for effectively

conveying your message. A clear introduction, well-developed body
paragraphs, and a strong conclusion can help to guide your reader through
your argument and make your points more persuasive. It is also important to
use transitions to connect your ideas and to ensure that your essay flows
smoothly ( Diana Hacker, 2018) .
The adoption of an online mode of instruction which has created a new
learning environment where barriers of time, place, and physical materials
are eliminated. In this environment, students are given the chance to control
the learning process. To a great extent, they decide what, when, and how to
study. It should be clear that the online learning mode requires autonomy on
the part of students, which would in turn entail the development of self-
regulation. Consequently, students’ self-regulation has become a significant
variable and a prerequisite for success in such a prominent learning
environment. Research has shown the positive impact of self-regulation on
students’ academic performance in traditional face-to-face classes (Little,
2017 ) .

(Usher and Schunk, 2016), defined self-regulation as the systematic

process of combining student’s thoughts, feelings, and conscious behavior to

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 accomplish the assigned learning tasks. According to the social cognitive
perspective, self-regulation is the outcome of interaction among three
factors: learner’s beliefs, autonomous behavior, and the surrounding
learning environment. Moreover, self-regulation encompasses three
dimensions: self-monitoring, self-evaluation, and self-reaction. As self-
regulated learning is viewed as a reflection of students’ will and skill, it is
considered a valid means not only of justifying the students’ achievement
differences but also of improving their overall achievement. Therefore, the
current study assumes a positive relationship between students’ achievement
and their self-regulated learning skills.
According to (Little, 2017) , students who possess self-regulatory learning
skills are expected to assume more responsibility for their learning,
participate actively in learning tasks, monitor and assess their own progress,
and eventually achieve the learning outcomes successfully. Also, Vu ,
(2016) , considers self-regulated learning skills a ubiquitous part of teaching
literature as students are supposed to be cognitively and emotionally
involved in constructing the meaning of literary works. Similarly, self-
regulation in an online environment is expected to play a vital role in the
learning process. Unexpectedly, developing online self-regulatory learning
skills has not received adequate attention. This reveals the necessity to
explore a new methodology that would enable teachers to teach literary texts
appropriately in order to achieve the intended objectives and foster students’
online self-regulated language learning skills at the same time.

In this context ,(Charles Duhigg in his book The Power of Habit, 2012
and Johnson, 2018 ), emphasize the role of self-regulation in habit
formation. He argues that by understanding the neurological loops that

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 underpin habits, we can develop strategies to control our impulses and
replace unhealthy behaviors with healthier ones . The ability to self-regulate
is essential for effective argumentative writing. Learners who can set goals,
monitor their progress, and make adjustments as needed are more likely to
produce high-quality arguments .

Many researchers in the Egyptian context such as (Salem, 2013;

Mohamed, 2019 ; Abdel Razik, 2019 ; and Abdel Rahman, 2021), discussed
the problems students had with their writing performance and self-regulation
skills. They indicated that the weakness in the students’ writing performance
could be traced back to the methods employed in teaching writing to them,
as the students' low level in argumentative writing might be a natural
outcome of the traditional method used in teaching writing which allowed
students little opportunity to actually write and did not train them to be
active while writing. More clearly, students who are taught in a traditional
English educational environment are preoccupied with exercises and
grammar rules. Consequently, looking for new methods and techniques in
teaching English has become a need to improve students' English language
skills, especially in writing.

In the digital age of online learning, E-tandem is a valuable approach and

tool for language learners. It allows you to practice speaking and writing
with a native speaker of your target language, providing a more immersive
and effective learning experience. In eTandem you work together with a
language learning partner from another country, communicating by

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 telephone or VOIP (Internet Telephoning), e-mail, video conferencing,
instant messaging or other media. Through this experience, you learn your
partner's language while he or she learns your native language.
(http://www.languages.dk )
George 2000, showed that by providing a virtual platform for learners to
engage in authentic communication with native speakers, e-tandem offers a
unique opportunity to enhance writing proficiency and foster a more positive
attitude towards writing. Also Lee 2020 , added that E-tandem provides a
safe and supportive environment for students to practice writing in a real-
world context, which can help to reduce writing anxiety and improve
fluency.

Research suggests that e-tandem can be particularly beneficial for

students who are reluctant to participate in classroom activities, as it allows
them to practice writing at their own pace and on their own terms, eTandem
is suitable for anyone who is presently learning a language or who wishes to
brush up on their skills. Basic knowledge of the foreign language will
generally suffice, although for lower levels a common third language is
recommended ( Chen, 2019 ) .

Anyone can take part, regardless of age, profession or place of residence.

Whether you are young or old, you will enjoy learning with eTandem
because it is real language in context. ( http://www.languages.dk ) .
Similarly , Smith 2023 , determined that using e-tandem has been shown to
significantly improve students' ability to construct well-supported
arguments. Through regular interaction with native speakers, students

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 develop a deeper understanding of the nuances of language and are better
able to express their ideas clearly and persuasively.

Chen (2021), Lee (2022) & Smith (2023) mentioned that E-tandem can
help learners develop self-regulation skills by providing opportunities for
goal setting, time management, and monitoring their own progress. By
setting specific goals for their e-tandem interactions, learners can develop a
sense of agency and motivation. The collaborative nature of e-tandem can
foster critical thinking and problem-solving skills, which are crucial for
effective argumentative writing. Learners are required to consider different
perspectives, evaluate the validity of arguments, and articulate their own
positions in a persuasive manner. Through e-tandem interactions, students
develop a deeper understanding of the nuances of language and culture,
enabling them to construct more sophisticated and persuasive arguments in
their writing.

E-tandem can help learners develop self-regulation skills by providing

opportunities for goal setting, time management, and monitoring their own
progress. By setting specific goals for their e-tandem interactions, learners
can develop a sense of agency and motivation. Chen, (2021).

The same point was stressed by Kim 2020 , said that the asynchronous
nature of e-tandem allows learners to set their own pace and manage their
time effectively. This can help them develop self-discipline and time
management skills, which are essential for successful academic
performance. To sum up, the present study tries to suggest a program based

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 on e-tandem approach to develop English secondary students’ argumentative
writing and self-regulation.

Context of the problem

Writing is a cardinal skill that is required in several contexts throughout
life. Indeed, it is an essential instrument in both academic and professional
settings. In a trial to investigate the problems and difficulties of secondary
stage students, the researcher depended on several resources to cite the
problem of the current study. Based on the researcher’s experience as an
English language supervisor, the researcher's initial interest in this study
stemmed from observations of students' performance in EFL secondary
stage classes. While working as a supervisor of English in El-Dakhla, the
researcher noticed that students struggled significantly with argumentative
writing and self-regulated language learning skills. This led to the
hypothesis that an e-tandem approach could effectively address these
challenges.
To further explore this issue, the researcher conducted semi-structured
interviews with English language teachers and students. These interviews
revealed several contributing factors: insufficient time for writing practice,
limited exposure to argumentative writing, and difficulties in self-regulating
their writing processes. Through interviews and observations, the researcher
finds that they have not received adequate systematic training on
argumentative writing skills. They need to practice advanced writing
activities, especially argumentative writing, and self-regulated language
learning skills as well.

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 To obtain more information about this problem the researcher conducted a
pilot study in which an argumentative writing test was administered on a
group of secondary stage students . The test and the interview reveal the
following remarks:
- Genres of writing are limited to descriptive and narrative writings.
Argumentative writing is neglected.
- Topics of writing are boring and not controversial.
- Writing tasks are considered home assignments; students focus on
the final product and it is an individual activity.
- Most students feel anxious and fearful in the writing task. They
expressed their disability to write correct sentences.
- Students' views about their writing are unclear and lack
appreciation.
To investigate argumentative writing difficulties among secondary
stage students, the researcher used a diagnostic argumentative writing test.
The test applied to 30 students from the third year, at a secondary school
in El Dakhla. The test consisted of two writing prompts; students select
one prompt to write about. The students writing were corrected according
to Oxford argumentative writing performance rubrics (2023) which
covers the following main traits: mechanics- thesis development- thesis-
organization- point of view . The results revealed the following:
65 % of the students failed in expressing a thesis statement that is explaining their
points of view and their position on the argumentative topic ; 72% of the students
could not support their views with appropriate reasons and clues ; 83% failed in
organizing the argumentative writing logically and 84% failed to review various
perspectives on the topic.

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 As a result of the researcher's observation, the piloting tools were
conducted to know the level of argumentative writing skills of English
majors. The present study tries to use a suggested program based on e-
tandem based program to teach argumentative writing courses to secondary
stage students .
Based on these findings, the researcher proposed an e-tandem approach as
a potential solution to improve students' argumentative writing and self-
regulation skills. This approach involves pairing students from different
language backgrounds to collaborate on writing tasks and provide feedback
to each other.

Statement of the problem:

The problem of the present study could be stemmed from secondary stage
students’ weakness in argumentative writing skills and self-regulated
language learning skills too . Accordingly, the researcher investigates the
effectiveness of using a suggested program based on e-tandem to develop
argumentative writing and self-regulated language learning skills secondary
students’ , at Mout secondary school in El Dakhla .

Questions of the study:

The present study seeks to answer the following questions.
1. What is the effect of using e-tandem on developing secondary
stage students’ argumentative writing skills?
2. What is the effect of using e-tandem on developing self-regulated
language learning skills of secondary stage students?
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 Objectives of the study:
The current study aims to investigate the effect of using an e-tandem
based approach on developing the secondary stage students’ argumentative
writing and self-regulated language learning skills.

Hypotheses of the study:

The researcher hypothesized the following:
- There will be a statistically significant difference between the mean
scores of the experimental group on the pre-post test of argumentative
writing skills (favoring the post-application).
- There will be a statistically significant difference between the mean
scores of the experimental group on the pre-post scale of self-regulation
(Favoring the post-application).

Significance of the study:

The proposed study aims to investigate the effectiveness of the e-tandem
approach in developing secondary students' argumentative writing and self-
regulated language learning skills. This research is significant for several
reasons:
First, it contributes to the ongoing dialogue on innovative language
learning methodologies. By exploring the potential of e-tandem, the study
offers a new perspective on how technology can be used to enhance
students' writing and self-regulation abilities.

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 Second, it addresses a critical need in education. Argumentative writing
and self-regulation are essential skills for students to succeed in academic
and professional settings. The study seeks to provide evidence-based
insights into how these skills can be effectively developed through the e-
tandem approach.
Third, it aligns with broader educational goals. By promoting the use of
technology in education, the study supports efforts to modernize teaching
and learning practices and prepare students for the challenges of the 21st
century.
Finally, it contributes to the body of knowledge on language learning and
technology. The findings of this study may inform future research and
inform the development of new language learning resources and
methodologies.

Delimitations of the study:

Place: Mout secondary school , El-Dakhla Oasis , The New Valley

governorate
Participants: 60 secondary school students
Time: The experiment will be conducted in the first semester of the
academic year 2025-2026.
Subject: e-tandem based approach program, will be used to develop
argumentative writing and self-regulation skills of secondary students.

Research Tools and Materials:

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 The researcher is going to prepare, validate and conduct the following
tools and materials to achieve the objectives of the present study:
1. Test of argumentative writing skills .
2. A scale of Self-regulated language learning skills.
3. A suggested program based on e-tandem.

Research variables

1- The independent variable:-

A suggested program based on e-tandem learning approach.
2- The dependent variables
a) Some argumentative writing skills of secondary stage students at a
secondary school.
b) Self-regulated language learning skills of secondary stage students at
a secondary school.

Definition of Terms:
E-tandem:
An e-tandem is a language learning approach and partnership between
two people who are native speakers of each other's language. This
partnership involves regular communication and interaction, often through
online platforms, to practice speaking, listening, and writing in the target
language. It's like having a language exchange partner, but done digitally.

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 A language learning approach where learners from different language
backgrounds partner online to practice their respective languages (eTandem
Learning, 2023) .

Argumentative writing:
Argumentative writing is a type of writing that presents a claim or thesis
and then supports it with evidence and reasoning. It involves constructing a
logical argument, considering counterarguments, and persuading the reader
to accept your viewpoint. It's often used in academic essays and debates.
It is a process of inquiry and persuasion. It involves investigating a topic
in depth, formulating a thesis, gathering evidence to support that thesis, and
presenting your argument in a clear, logical, and persuasive manner ( David
Williamson, 2015) .
A type of writing that presents a particular viewpoint and supports it with
evidence and reasoning (National Council of Teachers of English, 2014)

Self-regulated language learning skills:

Self-regulated language learning skills are the abilities individuals
possess to independently manage their own language learning process.
These skills include setting goals, monitoring progress, using effective
learning strategies, and adapting to challenges. It involves taking ownership
of your language learning journey.
The ability of individuals to control their thoughts, emotions, and
behaviors in order to achieve their goals (Zimmerman, 1990) .

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 Procedures of the study:
1- Reviewing the literature and previous studies related to e-tandem,
argumentative writing, and self-regulation skills .
2- Preparing and validating materials and tools for the proposed study.
3- Selecting the sample of the study and dividing them into two equivalent
groups: experimental and control group.
4- Pre-assessment of argumentative writing proficiency and self-
regulation skills for both groups.
5- Implementing e-tandem activities with the experimental group.
6- Post-assessment of argumentative writing proficiency and self-
regulation skills for both groups.
7- Statistical analysis of the obtained data.
8- Analyzing and discussing the results.
9- Conclusion, recommendations, and suggestions for further research .

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