RT Journal Article SR Electronic(1) A1 Salminen, Timo A1 Marttunen, Miika YR 2018 T1 Defending either a personal or an assigned standpoint: Role play in supporting secondary school students’ argumentation face to face and through chat JF Journal of Argumentation in Context VO 7 IS 1 SP 72 OP 100 DO https://doi.org/10.1075/jaic.17015.sal PB John Benjamins SN 2211-4742, AB This study clarifies whether a specific type of role play supports upper secondary school students’ collaborative argumentation. Data consist of 12 dyadic face-to-face and 12 chat debates. Data analysis focused on the quality of students’ argumentation. Comparisons were made between students who defended standpoints at variance with their personal opinions on the topics, between the two study modes and topics, and by gender. When the students defended a standpoint differing from their personal opinion, the male students engaged in counterargumentation more often than the female students. When, in turn, the students defended their personal standpoint, they produced both counterargumentative and non-argumentative speech turns equally often, and their arguments were more poorly elaborated than when they defended an assigned standpoint. The study suggests that role play in which both counterargumentation and students’ personal standpoints on an issue are taken into account is a viable means to support students’ high quality argumentation., UL https://www.jbe-platform.com/content/journals/10.1075/jaic.17015.sal