Thiết kế và tổ chức chu trình giao tiếp số trong dạy học viết bài văn nghị luận về một tác phẩm nghệ thuật cho học sinh lớp 11

Tóm tắt

In the context of the 2018 General Education Curriculum for Literature, which emphasizes the development of language competence, the teaching of argumentative writing on works of art in Grade 11 continues to exhibit limitations due to its predominantly monologic nature and the lack of authentic communicative contexts. Accordingly, this study employs a combination of theoretical inquiry, practical analysis, and pedagogical experimentation to design a digital communication cycle aimed at restructuring the writing process. Quantitative findings indicate that the integration of digital tools such as Canva, Padlet, and social media platforms created authentic communicative environments that fostered interaction, critical discussion, and multidirectional academic dialogue throughout the writing process. As a result, the mean writing score of the experimental group increased from 6.15 to 7.95 (an improvement of 1.80 points), substantially exceeding the gain observed in the control group (0.43 points), with the difference reaching statistical significance (p = 0.000 < 0.01). The study contributes to the theoretical foundation for organizing interactive learning spaces in digital writing instruction while proposing a feasible pedagogical model to support teachers in implementing writing activities aligned with contemporary digital communication contexts. Future research should further examine the model’s long-term effects on other language skill domains within the curriculum.