Exploring Argument Structure Development in EFL Learners' Argumentative Writing.
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| Title: | Exploring Argument Structure Development in EFL Learners' Argumentative Writing. |
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| Authors: | Hu, Xuechen1 (AUTHOR), Liu, Yingliang2 (AUTHOR) yliu@whut.edu.cn |
| Source: | Asia-Pacific Education Researcher (Springer Science & Business Media B.V.). Aug2025, Vol. 34 Issue 4, p1311-1320. 10p. |
| Subject Terms: | *Student development, *Scoring rubrics, *English as a foreign language, Semi-structured interviews, Argument |
| Abstract: | Recent studies on argumentative writing prioritize linguistic and textual features over structural or content aspects, and students' development in argumentation skills has received little attention. This longitudinal study examined EFL students' development in argumentative writing, including the overall writing quality, argument structure, and perceptions of argumentative writing. 132 essays written by 22 English major students in China were collected over four semesters, which were scored on a holistic scoring rubric and coded based on Toulmin model. Semi-structured interviews were conducted with nine focus students from three proficiency groups. Results showed developmental features in the overall writing quality and argument structure. Students' overall writing quality progressively improved, and three proficiency groups demonstrated different developmental features. The frequencies of fundamental Toulmin elements declined, whereas the frequencies of secondary elements increased. Although L1 rhetorical knowledge impacted students' understanding of English argumentative writing, their perceptions gradually changed (e.g., avoid a compromise position) over four semesters. These findings offer insights into understanding L2 writers' development in argumentative writing, yielding meaningful implications for L2 writing pedagogy. [ABSTRACT FROM AUTHOR] |
| Copyright of Asia-Pacific Education Researcher (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Recent studies on argumentative writing prioritize linguistic and textual features over structural or content aspects, and students' development in argumentation skills has received little attention. This longitudinal study examined EFL students' development in argumentative writing, including the overall writing quality, argument structure, and perceptions of argumentative writing. 132 essays written by 22 English major students in China were collected over four semesters, which were scored on a holistic scoring rubric and coded based on Toulmin model. Semi-structured interviews were conducted with nine focus students from three proficiency groups. Results showed developmental features in the overall writing quality and argument structure. Students' overall writing quality progressively improved, and three proficiency groups demonstrated different developmental features. The frequencies of fundamental Toulmin elements declined, whereas the frequencies of secondary elements increased. Although L1 rhetorical knowledge impacted students' understanding of English argumentative writing, their perceptions gradually changed (e.g., avoid a compromise position) over four semesters. These findings offer insights into understanding L2 writers' development in argumentative writing, yielding meaningful implications for L2 writing pedagogy. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01195646 |
| DOI: | 10.1007/s40299-024-00944-0 |
