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Problematizing Argumentative Writing in an Iranian EFL Undergraduate Context
Nasim Ghanbari1, Mostafa Salari2
1Department of English Language and Literature, Persian Gulf University, Bushehr, Iran.
Frontiers in Psychology
|June 27, 2022
Summary
Undergraduate English as a Foreign Language (EFL) students struggle with argumentative writing due to a poor conceptualization of argumentation and difficulties in developing essay structures. This impacts their academic success in English for Academic Purposes (EAP) contexts.
Area of Science:
- Linguistics
- Education
- Applied Linguistics
Background:
- Argumentative writing is crucial for undergraduate academic success in English as a Foreign Language (EFL) contexts.
- Existing research often isolates specific aspects of argumentative writing, leaving a gap in understanding multifaceted challenges.
- This study addresses the need for a comprehensive examination of undergraduate EFL students' argumentative writing by integrating multiple data sources.
Purpose of the Study:
- To investigate the perceptions of undergraduate EFL students and their writing instructors regarding argumentative writing.
- To analyze the structural components and argumentation development in undergraduate EFL students' argumentative essays.
- To identify academic, contextual, and pedagogical factors contributing to challenges in argumentative essay writing.
Main Methods:
- Analysis of 66 argumentative essays written by undergraduate EFL students.
- Interviews with 66 undergraduate EFL students majoring in English literature.
- Interviews with 20 university writing instructors.
Main Results:
- Students demonstrated a limited understanding of argumentation principles.
- Instructors identified various challenges faced by students in producing argumentative essays.
- Structural analysis revealed significant difficulties in elaborating secondary elements of argumentation.
Conclusions:
- The challenges in argumentative essay writing among Iranian undergraduate EFL majors stem from a combination of academic, contextual, and pedagogical factors.
- Addressing these multifaceted issues is essential for improving students' argumentative writing skills in English for Academic Purposes (EAP).
- Findings offer implications for curriculum development and instructional strategies in EAP writing courses.
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