Abstract This study investigated the effectiveness of integrating Student Team Achievement Division (STAD), a structured cooperative learning method, and WebQuest, an inquiry-based technological model (IBTM) on developing university English as a Foreign Language (EFL) students’ advanced-level argumentative writing skills and enhancing instructors’ positive perceptions about teaching and learning. The study, which was undertaken over a 12-week academic semester, employed a mixed methods pre-test/post-test control/experimental group design whereby six intact rhetoric classes were randomly assigned to experimental and control conditions. The experimental group participants (N = 54) were enrolled in four classes and received argumentative writing instruction incorporating STADIBTM whereas their control group counterparts (N = 24) were enrolled in two classes and received the same argumentative writing instruction without STADIBTM. Four instructors who were involved with the experimental group received training on the implementation of STADIBTM. Qualitative data collection and analysis were utilized. The argumentative essay pre-tests and post-tests along with pre-treatment and post-treatment surveys were used to collect data. The quantitative results were evaluated using ANCOVA analyses. The findings showed that only the less skilled participants of the experimental and control groups were able to significantly improve their argumentative writing. However, their instructors were able to develop more positive pedagogical perceptions and perceived fewer challenges because of STADIBTM-based instruction. Further recommendations are given.

中文翻译：

---

通过WebQuest进行学生团队成绩划分对EFL学生议论文写作能力及其导师感知的影响

摘要 本研究调查了将结构化合作学习方法 Student Team Achievement Division (STAD) 与基于探究的技术模型 (IBTM) WebQuest 相结合的有效性，以提高大学英语作为外语 (EFL) 学生的高级水平。议论文写作技巧，增强教师对教与学的积极看法。该研究进行了为期 12 周的学术学期，采用混合方法前测/后测控制/实验组设计，其中六个完整的修辞课被随机分配到实验和控制条件。实验组参与者 (N = 54) 参加了四个班级并接受了包含 STADIBTM 的议论文写作指导，而他们的对照组参与者 (N = 24) 参加了两个班级并接受了相同的没有 STADIBTM 的议论文写作指导。参与实验组的四名讲师接受了关于实施 STADIBTM 的培训。使用定性数据收集和分析。使用议论文前测和后测以及治疗前和治疗后调查来收集数据。使用 ANCOVA 分析评估定量结果。结果表明，只有实验组和对照组中技能较差的参与者才能显着提高他们的议论文写作能力。然而，由于基于 STADIBTM 的教学，他们的教师能够培养更积极的教学观念并减少挑战。给出了进一步的建议。