@article{ART003364641},
author={Park, JungYeon},
title={The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2026},
volume={11},
number={2},
pages={151-179},
doi={10.23041/jsst.2026.11.2.006}
TY - JOUR
AU - Park, JungYeon
TI - The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance
JO - Journal of Studies on Schools and Teaching
PY - 2026
VL - 11
IS - 2
PB - Education Research Institute at CNUE
SP - 151
EP - 179
SN - 2508-156X
AB - This study examined how pre-discussion counterargument-anticipation question activities affected sixth-grade elementary students’ argumentative writing performance. In argumentative writing, students need not only to present their own positions and supporting reasons but also to consider opposing views and respond to them. However, elementary students often have difficulty elaborating on the reasons behind opposing views and connecting them to their own arguments through rebuttal. This study analyzed differences in post-writing performance according to whether students engaged in pre-discussion counterargument-anticipation question activities within a single-session pair discussion procedure. Participants were 47 sixth-grade elementary students. The experimental group generated questions for exploring opposing views, identifying reasons for opposing views, and reviewing their own ideas before participating in pair discussions. The control group participated in discussions after organizing their own positions and reasons without generating questions. Both groups completed argumentative writing tasks on the same topic before and after the intervention. The results of subdomain analyses controlling for pre-writing scores showed that the experimental group outperformed the control group in considering and rebutting opposing views in post-writing. The qualitative analysis also showed that students in the experimental group were more likely to move beyond simply mentioning opposing views, elaborate on the reasons behind those views, and respond to them with their own supporting reasons. These findings suggest that pre-discussion counterargument-anticipation question activities may help students elaborate on the reasons behind opposing views and construct responses to those views in their subsequent writing.
KW - question generation;argumentative writing;counterargument recognition;elementary writing education;discussion
DO - 10.23041/jsst.2026.11.2.006
ER -
Park, JungYeon. (2026). The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance. Journal of Studies on Schools and Teaching, 11(2), 151-179.
Park, JungYeon. 2026, "The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance", Journal of Studies on Schools and Teaching, vol.11, no.2 pp.151-179. Available from: doi:10.23041/jsst.2026.11.2.006
Park, JungYeon "The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance" Journal of Studies on Schools and Teaching 11.2 pp.151-179 (2026) : 151.
Park, JungYeon. The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance. 2026; 11(2), 151-179. Available from: doi:10.23041/jsst.2026.11.2.006
Park, JungYeon. "The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 151-179.doi: 10.23041/jsst.2026.11.2.006
Park, JungYeon. The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance. Journal of Studies on Schools and Teaching, 11(2), 151-179. doi: 10.23041/jsst.2026.11.2.006
Park, JungYeon. The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance. Journal of Studies on Schools and Teaching. 2026; 11(2) 151-179. doi: 10.23041/jsst.2026.11.2.006
Park, JungYeon. The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance. 2026; 11(2), 151-179. Available from: doi:10.23041/jsst.2026.11.2.006
Park, JungYeon. "The Effects of Pre-Discussion Counterargument-Anticipation Questions on Elementary Students’ Argumentative Writing Performance" Journal of Studies on Schools and Teaching 11, no.2 (2026) : 151-179.doi: 10.23041/jsst.2026.11.2.006
