HKU Data Repository

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Reason: In my Data Management Plan (DMP) and participant consent forms, I have clearly stated the guidelines for handling the research data. I explicitly mentioned that the data will only be accessible to me and my supervisor(s) for supervision purposes until the research project is concluded. Afterward, the data will be anonymized and may potentially be shared with other researchers. Additionally, I have outlined in the DMP that the data will not be intentionally made public without a request. Any requestors interested in using the data will be required to provide a written explanation for their intended use. I will evaluate each request on a case-by-case basis and determine the appropriate handling of the data.

Supporting data for “Developing a Chatbot-Assisted Approach to Enhance the Teaching and Learning of Argumentative Writing”

posted on 2024-01-23, 06:30 authored by Kai GuoKai Guo

This thesis aims to investigate the use of chatbots in teaching argumentative writing to English as a foreign language (EFL) students. Through five studies, this thesis examines the applicability of chatbot-assisted learning for argumentative writing from multiple perspectives. Study 1 focuses on the student perspective, describing the design and development of a novel chatbot used to scaffold students' argument construction. It also explores EFL students' perceptions of using the chatbot for writing argumentative essays. Study 2 delves into the process of EFL students' interaction with the chatbot in composing argumentative essays. Study 3 shifts the perspective to the teacher, investigating how EFL teachers can integrate chatbots into their teaching of argumentative writing. Studies 4 and 5 investigate the incorporation of chatbots into in-class learning activities to enhance students' argumentative writing skills. A novel task design called chatbot-assisted in-class debates is developed, where students interact with the chatbot before engaging in debates with their classmates. Study 4 examines the effects of this learning design on students' argumentative writing skills and task motivation. Study 5 focuses on students' behavioral, cognitive, and affective engagement in chatbot-assisted in-class debates. For each of the five studies, separate data collection was conducted involving distinct participants. A diverse range of data sources was gathered and used. These sources encompassed questionnaire responses, student essays, teacher lesson plans, screen recordings, classroom audio recordings, interview transcripts, and chat logs.


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