Analysis of EFL Learners’ Argumentative Writing Using the Adapted Toulmin Model

2020 ◽  
Vol 26 (3) ◽  
pp. 63-77
Author(s):  
Jeong-Won Lee
Keyword(s):  
Argumentative Writing ◽  
Efl Learners ◽  
Toulmin Model

scholarly journals An Investigation into the Development of Structure and Evidence Use in Argumentative Writing

2018 ◽  
Vol 8 (11) ◽  
pp. 1441
Author(s):  
Ying Zhang
Keyword(s):  
Logical Analysis ◽  
Argumentative Writing ◽  
Structural Elements ◽  
Valid Argument ◽  
Evidence Use ◽  
Efl Learners ◽  
Toulmin Model ◽  
Efl Teachers ◽  
Argumentative Reasoning

This study aims to investigate EFL learners’ argumentative writing based on structural elements in Toulmin model (1953, 2008). It also explores the overall use of evidence in supporting claims. It was found that claim and data were the basic structural elements used by Chinese EFL learners in constructing argumentative writing. The respective use of counterargument data and rebuttal was significantly correlated with the quality of argumentation. In argumentative reasoning, the types of evidence and the number of evidence used by participants were very limited. Logical analysis was found to be the most frequently used data to support claims. Less proficient learners’ use of evidence was not effective or persuasive to produce valid argument. The findings provide useful insights into the instruction of argumentative writing for EFL teachers.

scholarly journals The Analysis of Indonesian EFL Argumentative Writing Using Toulmin’s Model: The Structure and Struggles from the Learners

2021 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti
Keyword(s):  
Academic Writing ◽  
Point Pattern ◽  
Argumentative Writing ◽  
Specific Level ◽  
Toulmin Model ◽  
Efl Students ◽  
Writing Assignment ◽  
University Level ◽  
Block Pattern ◽  
Thesis Statement

<p>Argumentative writing plays an important role in academic writing at university level. However, learners mostly find that writing this essay a challenging and effortful task. This present study aims at exploring the structures of argumentative essay written by Indonesian EFL students from one university in Jakarta Indonesia. Moreover, it investigates their difficulty and constraints during composing the essay. Using a descriptive qualitative design, the authors selected writing assignment and questionnaire for collecting data. A layout of Toulmin model of arguments was used in analyzing the essays. The findings of the study show that the argumentative papers cover the main elements: claim (thesis statement), data, rebut, and rebuttal data using either in block pattern or point-by-point pattern. The elements show diverse in types. Logical analysis and explanation are the most frequently used on the papers. Though they present acceptable thesis with well-organized essay, some information is unrelated and data for supporting the claim are seemingly insufficient. In addition, the students think that this essay as difficult task. In general, lack of knowledge, vocabulary and practice cause the constraints. In specific level, the students report that giving argument, finding support and working on counterargument become source of difficulty and constraints.</p>

Interactional metadiscourse in young EFL learner writing

2014 ◽  
Vol 19 (2) ◽  
pp. 201-224 ◽  
Author(s):  
Huaqing Hong ◽  
Feng Cao
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Argumentative Writing ◽  
Efl Learners ◽  
Argumentative Essays ◽  
Qualitative Analyses

This study investigates how young English as a foreign language (EFL) learners from Chinese, Spanish, and Polish mother tongue backgrounds use interactional metadiscourse in descriptive and argumentative English essays by drawing data from the ICCI corpus. The quantitative and qualitative analyses show that (i) there are significant differences among the three groups of EFL learners in the use of boosters, attitude markers, self-mentions, and engagement markers; and (ii) there are significant differences between the descriptive essays and the argumentative essays in the use of hedges and self-mentions. Discussion of the results is related to intergroup homogeneity and heterogeneity in the use of metadiscourse and the influences of essay types as well as topics/prompts. Pedagogical implications are provided for teaching interactional metadiscursive resources to young EFL learners from different mother tongue backgrounds and in relation to descriptive and argumentative writing.

scholarly journals Iranian English as a Foreign Language (EFL) Learners’ Argumentative Writing Performance in Private Language Institutes

2015 ◽  
Vol 11 (15) ◽  
Author(s):  
Vahid Nimehchisalem ◽  
Masoud Machinchi Abbasi ◽  
Amirtohid Ebrahimzadeh ◽  
Seyed Ali Rezvani Kalajahi
Keyword(s):  
Foreign Language ◽  
Argumentative Writing ◽  
Private Language ◽  
Writing Performance ◽  
Efl Learners

scholarly journals A Framework for Infusing Critical Thinking into Chinese College EFL Learners’ Argumentative Writing Process

2019 ◽  
Vol 8 (2) ◽  
pp. 16
Author(s):  
Chunxia Lu
Keyword(s):  
Critical Thinking ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Argumentative Writing ◽  
Pedagogical Tool ◽  
Writing Ability ◽  
Efl Learners ◽  
Written Argumentation ◽  
Critical Thinking Instruction

Written argumentation, as a language skill and a cognitive skill as well, is not easy for EFL learners. In China, related studies found that college EFL learners are weak in written argumentation due to the deficiency of critical thinking. In order to enhance Chinese college EFL learners’ argumentative writing ability, this paper reviewed the nature of argumentative writing, the relationship between critical thinking and argumentative writing and previous studies on effects of critical thinking instruction into argumentative writing, and then pointed out that it is reasonable to infuse critical thinking into argumentative writing process in Chinese EFL context. With teachers’ feedback and students’ reflection as the pedagogical tool, the author synthesized an instruction framework for infusing critical thinking skills into Chinese EFL learners’ argumentative writing process hopefully to provide reference for further research and instruction.

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