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Development of Argumentative Writing Ability in EFL Middle School Students

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Title: Development of Argumentative Writing Ability in EFL Middle School Students
Language: English
Authors: Juhee Lee (ORCID 0000-0002-3109-5140), Jeonghyun Lee (ORCID 0000-0003-1497-0561)
Source: Reading & Writing Quarterly. 2024 40(1):36-53.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Grade 8
Descriptors: Middle School Students, Foreign Countries, English (Second Language), English Language Learners, Persuasive Discourse, Writing Instruction, Writing Skills, Reading Assignments, Descriptive Writing, Instructional Effectiveness, Grade 8, Middle School Teachers, Academic Achievement
Geographic Terms: South Korea
DOI: 10.1080/10573569.2022.2161438
ISSN: 1057-3569
1521-0693
Abstract: Although competent argumentative writing is important for academic success and daily life, it is difficult to teach, especially in middle schools where English is taught as a foreign language (EFL). Previous research has indicated that extensive reading or writing improves the descriptive writing skills of EFL students. However, it is not certain whether the positive effect of extensive reading or writing applies to other domains such as argumentative writing, which is demanding but crucial. In this study, we explored whether the argumentative and descriptive writing skills of middle school EFL students could develop naturally, i.e., via extensive reading or writing, without direct instruction, using descriptive writing as a comparative variable. A total of 297 EFL middle school students in South Korea were divided into three groups: the first group read books ("n" = 119), the second wrote about various topics ("n" = 117), and the third (control) received extended regular instruction ("n" = 61) over two semesters. Pre- and post-writing tests assessed argumentative and descriptive writing. Our results indicated that reading and writing exercises significantly improved argumentative and descriptive writing competence, but regular instruction did not. However, descriptive writing improved more than argumentative writing, particularly in terms of organization, content, and mechanics. Extensive reading or writing may constitute a feasible option for improving general writing skills. However, more context-specific methods to enhance adolescent argumentative writing in EFL schools are required.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1406584
Database: ERIC
FullText Text:
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  Data: Development of Argumentative Writing Ability in EFL Middle School Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Juhee+Lee%22">Juhee Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3109-5140">0000-0002-3109-5140</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeonghyun+Lee%22">Jeonghyun Lee</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1497-0561">0000-0003-1497-0561</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Reading+%26+Writing+Quarterly%22"><i>Reading & Writing Quarterly</i></searchLink>. 2024 40(1):36-53.
– Name: Avail
  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
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  Data: 18
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  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+8%22">Grade 8</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22English+Language+Learners%22">English Language Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Assignments%22">Reading Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+Writing%22">Descriptive Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+8%22">Grade 8</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/10573569.2022.2161438
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1057-3569<br />1521-0693
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although competent argumentative writing is important for academic success and daily life, it is difficult to teach, especially in middle schools where English is taught as a foreign language (EFL). Previous research has indicated that extensive reading or writing improves the descriptive writing skills of EFL students. However, it is not certain whether the positive effect of extensive reading or writing applies to other domains such as argumentative writing, which is demanding but crucial. In this study, we explored whether the argumentative and descriptive writing skills of middle school EFL students could develop naturally, i.e., via extensive reading or writing, without direct instruction, using descriptive writing as a comparative variable. A total of 297 EFL middle school students in South Korea were divided into three groups: the first group read books ("n" = 119), the second wrote about various topics ("n" = 117), and the third (control) received extended regular instruction ("n" = 61) over two semesters. Pre- and post-writing tests assessed argumentative and descriptive writing. Our results indicated that reading and writing exercises significantly improved argumentative and descriptive writing competence, but regular instruction did not. However, descriptive writing improved more than argumentative writing, particularly in terms of organization, content, and mechanics. Extensive reading or writing may constitute a feasible option for improving general writing skills. However, more context-specific methods to enhance adolescent argumentative writing in EFL schools are required.
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  Data: 2024
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  Data: EJ1406584
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        Value: 10.1080/10573569.2022.2161438
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 36
    Subjects:
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: English Language Learners
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      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Reading Assignments
        Type: general
      – SubjectFull: Descriptive Writing
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Grade 8
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Academic Achievement
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      – SubjectFull: South Korea
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      – TitleFull: Development of Argumentative Writing Ability in EFL Middle School Students
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