Crossmark

Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction: a mixed-effects regression analysis

Crossref DOI link: https://doi.org/10.1007/s11145-025-10754-5

Published Online: 2026-01-28

Published Print: 2026-03

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Ferretti, Ralph P. https://orcid.org/0000-0002-1603-4550
Van Horne, Sam

May, Henry

Mead, Hilary

Zhang, Haobai

Song, Yi

Sabatini, John
Funding

Funding for this research was provided by:

Institute of Education Sciences (IES R305A190242)
License Information

Text and Data Mining valid from 2026-01-28

Version of Record valid from 2026-01-28
More Information

Article History

Received: 2 July 2025

Accepted: 13 December 2025

First Online: 28 January 2026

Document is current

Any future updates will be listed below