| dc.description.abstract | Argumentative writing is fundamental for undergraduate students′ academic life and scientific writing related to critical thinking and problem-solving. However, previous studies investigated that students have various difficulties in argumentative writing both at the macro level, such as illogical and unclear ideas, less-structured arguments, and unbalance interpretation of issues, data, and evidence; and micro-level related to students′ involvement cognition skills and self-regulatory procedures during the writing process. Therefore, this study aims to foster argumentative writing and metacognition awareness of undergraduate students by integrating computer-supported argumentative writing tools, including annotation, conversational agents (CAs), and collaborative concept maps, into an online learning management system. Since the study was conducted during the COVID-19 pandemic, these tools can support meaningful learning activities and investigation in argumentative writing. An experiment was conducted for eight weeks at an Indonesian university for 60 participants, including 30 for the experimental group and 30 for the control group, and their argumentative writing qualities were also evaluated. The result showed that these three tools effectively foster students′ five elements of argumentative writing, including claims, grounds, warrants, and backings, rebuttal. Furthermore, the deep analysis found that the number of annotations can significantly predict the students’ argumentative writing development, and a collaborative concept map can significantly predict students’ metacognition awareness. Moreover, students′ perceptions of the three proposed tools can effectively help argumentative writing and metacognition awareness. Finally, we proposed some recommendations for future research both in educational and technical aspects. | en_US |