ISSN: 2226-6348
Open access
Argumentative writing is a problem-solving cognitive process, which is perceived as a challenging activity, especially for students learning English as a Foreign Language (EFL). Students are required to master argumentative writing in international English proficiency tests, and the importance of argumentation skills has been emphasized by most countries. Most previous studies mentioned the difficulties of learning English argumentative writing; however, few have systematically concluded and classified the cognitive challenges. The objective of this scoping review is to clarify the cognitive challenges and understand the classification of them in argumentative writing for EFL learners. The selection was conducted for downloadable full journal articles from 2019 to 2023, and the limited language is English using Arksey and O’Malley’s 5-stage framework, guided by meta-analyses (PRISMA) framework. Thirty-one articles were chosen for data extraction, and according to the analysis of 31 articles, the cognitive challenges in argumentative writing included the insufficient mastery of argument structure, the poor critical thinking in argumentative writing, and inadequate feedback from instructors or peers. With adequate understanding of cognitive challenges in argumentative writing, the future research is hoped to yield better pedagogy in the teaching of argumentative writing.
Alexander, P. A., Fusenig, J., Schoute, E. C., Singh, A., Sun, Y., & van Meerten, J. E. (2023). Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course. Written Communication, 40(2), 482-517. https://doi.org/10.1177/07410883221148468.
Amini, F. M., Abdollahzadeh, E., & Hashemi, B.S. (2023). A Premier on Authorial Voice-Promoting Pedagogy in an Academic Argumentative Efl Context: An Innovative Mixed-Methods Research Approach. SSRN, 2023. https://ssrn.com/abstract=4143687.
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. Int J Soc Res Methodol, 8(1):19–32. https://doi.org/10.1080/ 1364557032000119616.
Aromataris, E., & Munn, Z. (eds). (2020). JBI Manual for Evidence Synthesis. JBI: Adelaide, Australia.
Aromataris, E., Stern, C., Lockwood, C., Barker, T.H., Klugar, M., Jadotte, Y., Evans, C., Ross-White, A., Lizarondo, L., Stephenson, M., & McArthur, A. (2022). JBI series paper 2: tailored evidence synthesis approaches are required to answer diverse questions: a pragmatic evidence synthesis toolkit from JBI. Journal of clinical epidemiology, 150, pp.196-202. https://doi.org/10.1016/j.jclinepi.2022.04.006.
Arroyo, G. R., Fernández-Lancho, E., & Hoz-Ruiz, J. (2021). Technologies for learning writing in L1 and L2 for the 21st century: Effects on writing metacognition, self-efficacy, and argumentative structuring. Journal of Information Technology Education: Research, 20, 87-116. https://doi.org/10.28945/4705.
Arroyo, G. R., Hoz-Ruiz, J., & Montejo Gamez, J. (2020). The 2030 challenge in the quality of higher education: metacognitive, motivational and structural factors, predictive of written argumentation, for the dissemination of sustainable knowledge. Sustainability, 12(19), p.8266. https://doi.org/10.28945/4705.
Aziz, F. I. A., Salam, S. N., & Said, S. B. M. (2023). Improving English Persuasive Writing in Malaysia: A Recommendation. Asian Journal of Research in Education and Social Sciences, 5, 10. https://doi.org/10.55057/ajress.2023.5.2.7.
Chen, H., Lewis, H., & Myhill, D. (2021). Fostering critical reasoning: Developing argumentative competence in early and middle primary years. The Australian Journal of Language & Literacy, 44(2), pp.46-61. https://doi.org/10.1007/BF03652072.
Davies, P. M., Passonneau, R. J., Muresan, S., & Gao, Y. (2021). Analytical techniques for developing argumentative writing in STEM: A pilot study. IEEE Transactions on Education, 65(3), pp.373-383. https://doi.org/10.1109/TE.2021.3116202.
Du, H., & List, A. (2021). Evidence use in argument writing based on multiple texts. Reading Research Quarterly, 56(4), pp.715-735. https://doi.org/10.1002/rrq.366.
Fajaryani, N., Mukminin, A., Hidayat, M., Muhaimin, M., Haryanto, E., Nazurty, N., Habibi, A., Marzulina, L., & Harto, K. (2021). Cultural Capital and Argumentative Writing in English: Challenges and Strategies Used by EFL Student Teachers. Qualitative Report, 26(10). https://doi.org/10.46743/ 2160-3715/2021.4784.
Gebele, D., Zepter, A.L., Königs, P., & Budke, A. (2022). Metacognition in argumentative writing based on multiple sources in geography education. European journal of investigation in health, psychology and education, 12(8), pp.948-974. https://doi.org/10.3390/ejihpe12080069.
Graff, G., & Birkenstein, C. (2010). They say, I say. The moves that matter in academic writing. W. W. Norton & Company.
Granado-Peinado, M., Cuevas, I., Olmos, R., Martín, E., Casado-Ledesma, L., & Mateos, M. (2023). Collaborative writing of argumentative syntheses by low-performing undergraduate writers: Explicit instruction and practice. Reading and Writing, 36(4), pp.909-936. https://doi.org/10.1007/s11145-022-10318-x.
Guo, K., Wang, J., & Chu, S. K. W. (2022). Using chatbots to scaffold EFL students’ argumentative writing. Assessing Writing, 54, 100666. https://doi.org/10.1016/j.asw.2022.100666.
Guo, K., Li, Y., Li, Y., & Chu, S.K.W. (2023). Understanding EFL students’ chatbot-assisted argumentative writing: An activity theory perspective. Education and Information Technologies, 29(1), pp.1-20. https://doi.org/10.1007/s10639-023-12230-5.
Hu, Y., & Saleem, A. (2023). Insight from the association between critical thinking and English argumentative writing: catering to English learners’ writing ability. PeerJ, 11, p.e16435. https://doi.org/10.7717/peerj.16435.
Jin, T., Su, Y., & Lei, J. (2020). Exploring the blended learning design for argumentative writing. Language Learning and Technology, 24(2), 23–34. http://hdl.h&le.net/10125/44720
Khairuddin, Z., Rahmat, N.H., Noor, M.M., & Khairuddin, Z. (2021). The Use of Rhetorical Strategies in Argumentative Essays. Pertanika Journal of Social Sciences and Humanities, 29. https://doi.org/10.47836/pjssh.29.S3.14.
Kleemola, K., Hyytinen, H., & Toom, A. (2022). The challenge of position-taking in novice higher education students’ argumentative writing. In Frontiers in education (Vol. 7, p. 885987). Frontiers Media SA. https://doi.org/10.3389/feduc.2022.885987.
Knouzi, I. (2023). The Cognitive Processes of ESL Writers Responding to an Integrated Argumentative Writing Task. TESL Canada Journal, 40(1), pp.61-80. https://doi.org/10.18806/tesl.v40i1/1385.
Luo, Y., & Liu, Y. (2017). Comparison between peer feedback and automated feedback in college English writing: A case study. Open Journal of Modern Linguistics, 07(04), 197–215. https://doi.org/10.4236/ojml.2017.74015
Li, Y. (2013). Three ESL students writing a policy paper assignment: An activity-analytic perspective. Journal of English for Academic Purposes, 12(2), 73–86. https://doi.org/10.1016/j.jeap.2012.11.006
Liu, Q., Zhong, Z., & Nesbit, J.C. (2023). Argument mapping as a pre-writing activity: Does it promote writing skills of EFL learners?. Education & Information Technologies, 29(7), pp.7895-7925. https://doi.org/10.1007/s10639-023-12098-5.
Marttunen, M., & Kiili, C. (2022). Supporting university students’ argumentative source-based writing. Written Language and Literacy, 25(2), pp.228-252. https://doi.org/10.1075/wll.00068.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5), pp.336-341. https://doi.org/10.1016/j.ijsu.2010.02.007.
Mukminin, A. (2019). Acculturative experiences among indonesian graduate students in dutch higher education. Journal of International Students, 9(2), 488-510. https://doi.org/10.32674/jis.v0i0.265.
Nguyen, P. N. T., Rijlaarsdam, G., Janssen, T., & Admiraal, W. (2020). Effects of rhetorical text analysis on idea generation and text quality. ITL-International Journal of Applied Linguistics, 171(2), pp.280-306. https://doi.org/10.1075/itl.16013.rij.
Nussbaum, E. M. (2008). Using argumentation vee diagrams (AVDs) for promoting argument-counterargument integration in reflective writing. Journal of Educational Psychology, 100(3), 549–565. https://doi.org/10.1037/0022-0663.100.3.549.
Peters, MDJ., Marnie, C., Tricco, AC., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, CM., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evid Synth, 18(10):2119–2126. https://doi.org/ 10.11124/JBIES-20-00167
Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38 (3), 444–456. https://doi.org/10.1016/j.system.2010.06.012.
Ranjbaran, F., Babaee, M., Parvaneh, M., Gohari, M., Ghorbani, B.D., Kerman, N.T., Banihashem, S.K., & Noroozi, O. (2023). Students’ argumentation performance in online learning environments: Bridging culture and gender. International Journal of Technology in Education, 6(3), pp.434-454. https://doi.org/10.46328/ijte.460.
Robillos, R. J., & Art-in, S. (2023). Argument mapping with translanguaging pedagogy: A panacea for EFL students’ challenges in writing argumentative essays. International Journal of Instruction, 16(4), pp.651-672. https://e-iji.net/ats/index.php/pub/article/view/38.
Sato, T. (2022). Assessing critical thinking through L2 argumentative essays: an investigation of relevant and salient criteria from raters’ perspectives. Language Testing in Asia, 12(1), p.9. https://doi.org/10.1186/s40468-022-00159-4.
Sehlström, P., Waldmann, C., Steinvall, A., & Levlin, M. (2022). Swedish (L1) and English (L2) argumentative writing of upper secondary students with reading difficulties. L1-Educational Studies in Language & Literature, 22(1). https://doi.org/10.21248/L1ESLL.2022.22.1.405.
Siekmann, L., Parr, J.M., & Busse, V. (2022). Structure and coherence as challenges in composition: A study of assessing less proficient EFL writers’ text quality. Assessing Writing, 54, p.100672. https://doi.org/10.1016/j.asw.2022.100672.
Su, Y., Lin, Y., & Lai, C. (2023). Collaborating with ChatGPT in argumentative writing classrooms. Assessing Writing, 57, p.100752. https://doi.org/10.1016/j.asw.2023.100752.
Su, Y., Liu, K., Lai, C., & Jin, T. (2021). The progression of collaborative argumentation among English learners: A qualitative study. System, 98, p. 102471. https://doi.org/10.1016/j. system.2021.102471
Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32, pp.983-1007. https://doi.org/10.1007/s11145-018-9898-6.
Thi, N. K., & Nikolov, M. (2022). How Teacher and Grammarly Feedback Complement One Another in Myanmar EFL Students’ Writing. Asia-Pacific Edu Res 31, 767–779. https://doi.org/10.1007/s40299-021-00625-2
Trinh, Q. L., & Nguyen, T. T. (2014). Enhancing Vietnamese learners’ ability in writing argumentative essays. The Journal of Asia TEFT, 11(2), 63–91.
Wu, Q., Jin, T., Chen, J. & Lei, J. (2023). Peer leadership in collaborative argumentative writing: A qualitative case study of blended design. Journal of Second Language Writing, 60, p.100995. https://doi.org/10.1016/j.jslw.2023.100995.
Xie, Y., & Lv, X. (2022). Effects of content support and planning instruction on discourse connection in EFL argumentative writing. Frontiers in Psychology, 13, p.912311. https://doi.org/10.3389/fpsyg.2022.912311.
Yang, R., & Pan, H. (2023). Whole-to-Part Argumentation Instruction: An Action Research Study Aimed at Improving Chinese College Students’ English Argumentative Writing Based on the Toulmin Model. SAGE Open, 13(4), p.21582440231207738. https://doi.org/10.1177/21582440231207738.
Yang, R. (2022). An empirical study on the scaffolding Chinese university students’ English argumentative writing based on toulmin model. Heliyon, 8(12). https://doi.org/10.1016/j.heliyon.2022.e12199.
Yasuda, S. (2023). What does it mean to construct an argument in academic writing? A synthesis of English for general academic purposes and English for specific academic perspectives. Journal of English for Academic Purposes, 66, p.101307. https://doi.org/10.1016/j.jeap.2023.101307.
Wang, Y., & Said, S. M. (2024). The Cognitive Challenges in Argumentative Writing for EFL Learners: A Scoping Review. International Journal of Academic Research in Progressive Education and Development, 13(4), 3053–3065.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode