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An experiment of audience awareness effects on college students' argumentative writing

Shiyuan Wang, University of Nebraska - Lincoln


This experimental study explored the effects of different levels (imagined audience vs. interactive audience) and timing of audience interaction (during planning vs. revision) on undergraduate students’ self-efficacy and quality of argumentative writing. A total of 138 students from four undergraduate educational psychology courses participated in this study. Three conditions were compared: imagined audience, interactive audience during planning and interactive audience during revision. Results showed that students interacting with audience during revision produced significantly more argumentative elements (below level 1 reasons of opposing view) and had higher self-efficacy for audience awareness than the other two conditions. Students’ cognitive load and audience-related strategies utilized during the writing task were also explored. Findings generally showed that audience-related strategies and distribution of cognitive resources during different stages of writing are likely to be associated with differences in writing performance.

Subject Area

Instructional Design|Higher education|Education philosophy

Recommended Citation

Wang, Shiyuan, "An experiment of audience awareness effects on college students' argumentative writing" (2016). ETD collection for University of Nebraska-Lincoln. AAI10173007.