EMPOWERING TERTIARY STUDENTS’ ARGUMENTATIVE LITERACY THROUGH A TECHNOLOGY-ENHANCED THINKING-TOGETHER E-MODULE

Abstract

In the digital era, equipping students with critical literacy and character-building competencies is essential for nurturing future-ready learners. This study investigates the development and impact of a technology-enhanced Thinking-Together Approach (TTA) e-module designed to improve argumentative writing among tertiary-level students. Grounded in socio-cognitive theory and dialogic pedagogy, the TTA e-module integrates collaborative reasoning and ethical discourse as foundational elements of academic literacy and character education. Developed through the ADDIE instructional model and guided by the Model-Technology (M-T) integration framework, the module was implemented via the FlexLearn platform in a quasi-experimental study involving 75 students across control and experimental groups. Quantitative findings revealed a statistically significant improvement in students’ argumentative writing performance in the experimental group. Qualitative data highlighted enhanced abilities in constructing reasoned arguments, engaging empathetically in peer dialogue, and reflecting critically on the writing process. Despite challenges such as varying digital literacy levels and collaboration dynamics, the study demonstrates that theoretically grounded digital tools can effectively support both literacy development and character formation. Lastly, the Implications for integrating dialogic and technology-enhanced instruction into language curricula are discussed.