View in EDS

Enhancing L2 Writing: The Role of Feedback and Writing Conferences in Critical Thinking and Argumentation

Saved in:
Bibliographic Details
Title: Enhancing L2 Writing: The Role of Feedback and Writing Conferences in Critical Thinking and Argumentation
Language: English
Authors: Gulsah Kirsan, Nur Yigitoglu Aptoula
Source: LEARN Journal: Language Education and Acquisition Research Network. 2026 19(1):18-39.
Availability: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Feedback (Response), Critical Thinking, Persuasive Discourse, Skill Development, Writing Skills, Foreign Countries, Second Language Learning, English (Second Language), Student Attitudes, Undergraduate Students
Geographic Terms: Turkey (Istanbul)
ISSN: 2630-0672
2672-9431
Abstract: Critical thinking is an essential skill for effective L2 writing. By thinking critically, learners can construct well-reasoned arguments, support their claims, and deal with opposing ideas. The role of corrective feedback and feedback conferences is pivotal in this process, because they provide learners with targeted guidance and opportunities for iterative development. This study explored the development of critical thinking skills in L2 learners' writing. Participants were students enrolled in the Intensive English Program of a large university in Türkiye. They had B1 level of English proficiency at the time of the study. A feedback cycle was designed, and primary data were obtained from multiple drafts of students' essays and interviews. To track the development of argumentation in the subsequent drafts of students, a qualitative text analysis was conducted using Stapleton's (2001) criteria regarding the number of arguments, the extent of evidence, the recognition of opposition, corresponding refutation, and the existence of fallacies. Overall results indicated that L2 learners had substantial difficulty generating arguments and thinking critically. There were few instances of clear arguments, evidence, refutation, and supporting ideas in their drafts. However, the students were really motivated to develop their argumentation skills when appropriate instruction and scaffolding were provided.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1508850
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1508850
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1508850
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Enhancing L2 Writing: The Role of Feedback and Writing Conferences in Critical Thinking and Argumentation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Gulsah+Kirsan%22">Gulsah Kirsan</searchLink><br /><searchLink fieldCode="AR" term="%22Nur+Yigitoglu+Aptoula%22">Nur Yigitoglu Aptoula</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22LEARN+Journal%3A+Language+Education+and+Acquisition+Research+Network%22"><i>LEARN Journal: Language Education and Acquisition Research Network</i></searchLink>. 2026 19(1):18-39.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Turkey+%28Istanbul%29%22">Turkey (Istanbul)</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2630-0672<br />2672-9431
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Critical thinking is an essential skill for effective L2 writing. By thinking critically, learners can construct well-reasoned arguments, support their claims, and deal with opposing ideas. The role of corrective feedback and feedback conferences is pivotal in this process, because they provide learners with targeted guidance and opportunities for iterative development. This study explored the development of critical thinking skills in L2 learners' writing. Participants were students enrolled in the Intensive English Program of a large university in Türkiye. They had B1 level of English proficiency at the time of the study. A feedback cycle was designed, and primary data were obtained from multiple drafts of students' essays and interviews. To track the development of argumentation in the subsequent drafts of students, a qualitative text analysis was conducted using Stapleton's (2001) criteria regarding the number of arguments, the extent of evidence, the recognition of opposition, corresponding refutation, and the existence of fallacies. Overall results indicated that L2 learners had substantial difficulty generating arguments and thinking critically. There were few instances of clear arguments, evidence, refutation, and supporting ideas in their drafts. However, the students were really motivated to develop their argumentation skills when appropriate instruction and scaffolding were provided.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1508850
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1508850
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 18
    Subjects:
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Critical Thinking
        Type: general
      – SubjectFull: Persuasive Discourse
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Writing Skills
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Turkey (Istanbul)
        Type: general
    Titles:
      – TitleFull: Enhancing L2 Writing: The Role of Feedback and Writing Conferences in Critical Thinking and Argumentation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Gulsah Kirsan
      – PersonEntity:
          Name:
            NameFull: Nur Yigitoglu Aptoula
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 2630-0672
            – Type: issn-electronic
              Value: 2672-9431
          Numbering:
            – Type: volume
              Value: 19
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: LEARN Journal: Language Education and Acquisition Research Network
              Type: main
ResultId 1