Learning Effect in a Multilingual Web-Based Argumentative Writing Instruction Model, Called ECM, on Metacognition, Rhetorical Moves, and Self-Efficacy for Scientific Purposes

The purpose of this study is to assess the learning effect a multilingual web-based argumentative writing instruction model called Ensayo Científico Multilingüe (ECM, Multilingual Scientific Essay) adapting didactic Genre-based Writing Instruction (GBWI) in an experiment conducted over three months. For purpose, quasi-experimental research was applied 150 students experimental group and control group, with two measurements, pre post-test, for dependent variables: (a) metacognition its dimensions; (b) written self-efficacy; (c) rhetorical moves steps essay. latter variable measured by content analysis method. Variables were both instruments validated population 518 university using structural equations. findings demonstrate positive ECM, which combines WBWI GBWI students’ mother tongue all variables measured, applying statistics such as Shapiro–Wilk statistic, parametric contrast, Wilcoxon signed-rank test. In relation findings, respect evaluated variables, it discovered, specifically, that showed significant improvement innovations, quotes/research, definitions concepts, refutations, definitive reasons, bibliographical references. Likewise, did not present differences following application ECM they were: reason summary, formulation premise, reasons for. Furthermore, can be stated there increase, above all, awareness metacognitive dimensions: self-regulation; planning; revision, well self-efficacy. novelties precedents reside offers valid concrete results on web design integrated into well-defined dimensions, structuring steps, related studies consider only some these but them together or their complexity. These have allowed us establish specific didactic–technological proposals improving are transferable designs guide argumentation at higher academic levels technologies integrating metacognitive, behavioral, motivational dimensions writing.