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Ghaemi, Farid, Faghihi, Golsa. (1401). How to Enhance EFL Students’ English and Persian Argumentative Performance: What Does Explicit Argumentative Teaching Tell Us?. پژوهشنامه مدیریت اجرایی, 2(1), 89-108. doi: 10.22080/iselt.2023.25118.1048
Farid Ghaemi; Golsa Faghihi. "How to Enhance EFL Students’ English and Persian Argumentative Performance: What Does Explicit Argumentative Teaching Tell Us?". پژوهشنامه مدیریت اجرایی, 2, 1, 1401, 89-108. doi: 10.22080/iselt.2023.25118.1048
Ghaemi, Farid, Faghihi, Golsa. (1401). 'How to Enhance EFL Students’ English and Persian Argumentative Performance: What Does Explicit Argumentative Teaching Tell Us?', پژوهشنامه مدیریت اجرایی, 2(1), pp. 89-108. doi: 10.22080/iselt.2023.25118.1048
Ghaemi, Farid, Faghihi, Golsa. How to Enhance EFL Students’ English and Persian Argumentative Performance: What Does Explicit Argumentative Teaching Tell Us?. پژوهشنامه مدیریت اجرایی, 1401; 2(1): 89-108. doi: 10.22080/iselt.2023.25118.1048

How to Enhance EFL Students’ English and Persian Argumentative Performance: What Does Explicit Argumentative Teaching Tell Us?

Interdisciplinary Studies in English Language Teaching
دوره 2، شماره 1، خرداد 2023، صفحه 89-108    اصل مقاله (399.3 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.22080/iselt.2023.25118.1048
نویسندگان
Farid Ghaemi* 1؛ Golsa Faghihi2
1Department of Foreign Languages and Literature, Islamic Azad University, Karaj Branch, Alborz, Iran
2Department of English Language, Maybod Branch, Islamic Azad University, Yazd, Iran
تاریخ دریافت: 10 اسفند 1401،  تاریخ بازنگری: 03 اردیبهشت 1402،  تاریخ پذیرش: 25 فروردین 1402 
چکیده
The studies on L2 argumentative writing have surveyed different dimensions of learners’ argumentative behavior and performance. However, less attention has been given to the strategies and techniques enhancing students’ argumentative repertoire. As such, the current study, which the design was repeated measures ANOVA, taking a pedagogy-based perspective, examined the argumentative writing behavior, introduced by Toulmin as Toulmin’s model, of 30 Iranian IELTS candidates before, during and after the instruction in both English and Persian languages. The sample questions were of the previous IELTS Writing part 2 essays from a real test by Cambridge University Press, chosen by 3 IELTS instructors in the Institute to meet the research objectives. To this end, 180 IELTS Task 2 argumentative essays were written by 30 volunteers, each having to write 6 essays, at least 250 words, (Persian and English). As for the students’ English and Persian argumentative writing performance, the results indicated that there were significant differences between the EFL learners’ overall means on argumentative tests in both languages. The results demonstrate that a sound pedagogy in argumentation can both influence the use of argumentation elements in both English and Persian written texts. The pedagogical implications for writing instruction and argumentative writing are discussed.
کلیدواژه‌ها
Argumentative Instruction؛ Argumentative writing؛ IELTS Writing؛ The Toulmin model؛ Writing Performance
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