Resumen de Teaching of argumentative writing in romance languages: A meta-analysis
The present meta-analysis examined the effect of argumentative writing interventions in Romance languages in the quality of the texts students produced. We included 21 studies in the meta-analysis, 3 implementing text structure instruction and 18 implementing strategy instruction. The average weighted effect size was 0.94, indicating a significant and large effect of the interventions in text quality at posttest. However, there was significant heterogeneity between effect sizes, and most of the variability was likely to be produced by between-study factors. There was no evidence of publication bias in the results. These results provide evidence regarding the effectiveness of argumentative writing interventions implemented in Romance languages, two study characteristics rarely explored in previous meta-analyses. However, further research is needed to determine the effect of other treatments in argumentative text production and in languages other than English.
