AN IN-DEPTH ANALYSIS OF CURRENT
APPROACHES TO TEACHING
ARGUMENTATIVE WRITING IN ENGLISH AS
A FOREIGN LANGUAGE (EFL) CLASSROOMS:
EXAMINING EFFECTIVE STRATEGIES AND
METHODOLOGIES
UN ANÁLISIS EXHAUSTIVO DE LOS ENFOQUES ACTUALES
PARA LA ENSEÑANZA DE LA ESCRITURA
ARGUMENTATIVA EN AULAS DE INGLÉS COMO LENGUA
EXTRANJERA (EFL): EXAMINANDO ESTRATEGIAS Y
METODOLOGÍAS EFECTIVAS
Bryan Alexander Gordón Fiallos
Universidad Técnica de Ambato
Mirian Paulina Aguaguiña Pilla
Universidad Técnica de Ambato
Pamela Elizabeth Casa Molina
Universidad de las Fuerzas Armadas
Nayeli Nicole Nuñez Melo
Universidad Regional Autonoma de los Andes Uniandes
pág. 5978
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16299
An in-depth analysis of current approaches to teaching argumentative writing
in English as a Foreign Language (EFL) classrooms: Examining effective
strategies and methodologies
Bryan Alexander Gordón Fiallos1
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Mirian Paulina Aguaguiña Pilla
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
ABSTRACT
The teaching of argumentative writing in the English as a Foreign Language (EFL) classroom has become
increasingly important as educators strive to enhance students' critical thinking and communication skills.
This study analyzes current methodologies used in the teaching of argumentative writing, focusing on their
effectiveness in fostering argumentative skills in EFL learners. A mixed-methods approach was employed,
including a review of relevant literature and a survey of EFL instructors from different educational contexts.
The findings revealed that, despite the wide use of traditional approaches such as the five-paragraph essay
structure, more innovative strategies like task-based learning and collaborative writing activities have
shown greater success in engaging students. These methodologies promote higher-order thinking skills,
such as analysis, synthesis, and evaluation. However, challenges remain in integrating these methods into
traditional EFL curricula, which often prioritize grammatical accuracy over fluency in writing. The study
concludes that incorporating diverse and dynamic teaching strategies can significantly improve the quality
of argumentative writing instruction in the EFL classroom.
Keywords: argumentative writing, efl classroom, task-based learning, critical thinking, teaching methods
1 Autor principal
Correspondencia: bryangfiallos@hotmail.com
DOI: https://doi.org/10.37811/cl_rcm.v9i1.16299
An in-depth analysis of current approaches to teaching argumentative writing
in English as a Foreign Language (EFL) classrooms: Examining effective
strategies and methodologies
Bryan Alexander Gordón Fiallos1
bryangfiallos@hotmail.com
https://orcid.org/0009-0000-2084-6132
Universidad Técnica de Ambato
Ecuador
Mirian Paulina Aguaguiña Pilla
aguaguinapaulina@gmail.com
https://orcid.org/0009-0001-9451-5501
Universidad Técnica de Ambato
Ecuador
Pamela Elizabeth Casa Molina
pamelaecasa2001@gmail.com
https://orcid.org/0009-0009-8263-1749
Universidad de las Fuerzas Armadas
Ecuador
Nayeli Nicole Nuñez Melo
nueznayeli222@gmail.com
https://orcid.org/0009-0005-5603-5071
Universidad Regional Autonoma de los Andes
Uniandes
Ecuador
ABSTRACT
The teaching of argumentative writing in the English as a Foreign Language (EFL) classroom has become
increasingly important as educators strive to enhance students' critical thinking and communication skills.
This study analyzes current methodologies used in the teaching of argumentative writing, focusing on their
effectiveness in fostering argumentative skills in EFL learners. A mixed-methods approach was employed,
including a review of relevant literature and a survey of EFL instructors from different educational contexts.
The findings revealed that, despite the wide use of traditional approaches such as the five-paragraph essay
structure, more innovative strategies like task-based learning and collaborative writing activities have
shown greater success in engaging students. These methodologies promote higher-order thinking skills,
such as analysis, synthesis, and evaluation. However, challenges remain in integrating these methods into
traditional EFL curricula, which often prioritize grammatical accuracy over fluency in writing. The study
concludes that incorporating diverse and dynamic teaching strategies can significantly improve the quality
of argumentative writing instruction in the EFL classroom.
Keywords: argumentative writing, efl classroom, task-based learning, critical thinking, teaching methods
1 Autor principal
Correspondencia: bryangfiallos@hotmail.com
pág. 5979
Un análisis exhaustivo de los enfoques actuales para la enseñanza de la
escritura argumentativa en aulas de Inglés como Lengua Extranjera (EFL):
Examinando estrategias y metodologías efectivas
RESUMEN
La enseñanza de la escritura argumentativa en el aula de Inglés como Lengua Extranjera (EFL) se ha vuelto
cada vez más importante a medida que los educadores buscan mejorar las habilidades de pensamiento
crítico y comunicación de los estudiantes. Este estudio analiza las metodologías actuales utilizadas en la
enseñanza de la escritura argumentativa, centrándose en su efectividad para fomentar las habilidades
argumentativas en los aprendices de EFL. Se empleó un enfoque de métodos mixtos, que incluyó una
revisión de la literatura relevante y una encuesta a instructores de EFL de diferentes contextos educativos.
Los resultados revelaron que, a pesar del uso generalizado de enfoques tradicionales como la estructura del
ensayo de cinco párrafos, estrategias más innovadoras como el aprendizaje basado en tareas y las
actividades de escritura colaborativa han mostrado un mayor éxito en la participación de los estudiantes.
Estas metodologías promueven habilidades de pensamiento de orden superior, como el análisis, la síntesis
y la evaluación. Sin embargo, siguen existiendo desafíos para integrar estos métodos en los currículos
tradicionales de EFL, que a menudo priorizan la precisión gramatical sobre la fluidez en la escritura. El
estudio concluye que incorporar estrategias de enseñanza diversas y dinámicas puede mejorar
significativamente la calidad de la instrucción de la escritura argumentativa en el aula de EFL.
Palabras clave: escritura argumentativa, aula de efl, aprendizaje basado en tareas, pensamiento crítico,
métodos de enseñanza
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
Un análisis exhaustivo de los enfoques actuales para la enseñanza de la
escritura argumentativa en aulas de Inglés como Lengua Extranjera (EFL):
Examinando estrategias y metodologías efectivas
RESUMEN
La enseñanza de la escritura argumentativa en el aula de Inglés como Lengua Extranjera (EFL) se ha vuelto
cada vez más importante a medida que los educadores buscan mejorar las habilidades de pensamiento
crítico y comunicación de los estudiantes. Este estudio analiza las metodologías actuales utilizadas en la
enseñanza de la escritura argumentativa, centrándose en su efectividad para fomentar las habilidades
argumentativas en los aprendices de EFL. Se empleó un enfoque de métodos mixtos, que incluyó una
revisión de la literatura relevante y una encuesta a instructores de EFL de diferentes contextos educativos.
Los resultados revelaron que, a pesar del uso generalizado de enfoques tradicionales como la estructura del
ensayo de cinco párrafos, estrategias más innovadoras como el aprendizaje basado en tareas y las
actividades de escritura colaborativa han mostrado un mayor éxito en la participación de los estudiantes.
Estas metodologías promueven habilidades de pensamiento de orden superior, como el análisis, la síntesis
y la evaluación. Sin embargo, siguen existiendo desafíos para integrar estos métodos en los currículos
tradicionales de EFL, que a menudo priorizan la precisión gramatical sobre la fluidez en la escritura. El
estudio concluye que incorporar estrategias de enseñanza diversas y dinámicas puede mejorar
significativamente la calidad de la instrucción de la escritura argumentativa en el aula de EFL.
Palabras clave: escritura argumentativa, aula de efl, aprendizaje basado en tareas, pensamiento crítico,
métodos de enseñanza
Artículo recibido 06 enero 2025
Aceptado para publicación: 15 febrero 2025
pág. 5980
INTRODUCTION
In the field of English as a Foreign Language (EFL) instruction, one of the most significant areas of focus
is the development of students’ writing skills. Writing is essential for academic and professional
communication, and it holds particular importance in the EFL context, where learners need to acquire a
range of competencies to navigate the linguistic demands of English. Among the various types of writing,
argumentative writing has gained particular prominence due to its critical role in fostering higher-order
thinking skills and preparing students for academic and professional communication. Argumentative
writing, by its very nature, requires students to engage in a multifaceted process that involves analysis,
synthesis, and evaluation, making it a powerful tool for language learning (Kafipour, Mahmoudi, &
Khojasteh, 2018). This genre challenges students not only to express their ideas clearly but also to
substantiate their views with evidence, and to critically assess opposing arguments. As a result, it is a key
pedagogical focus in EFL classrooms as it promotes essential cognitive and linguistic abilities.
However, teaching argumentative writing effectively remains a challenge for many EFL instructors, as it
demands not only language proficiency but also the ability to think critically and present well-structured,
coherent arguments (Chala & Chapetón, 2012). The complexity of argumentative writing lies in its dual
requirement of linguistic competence and cognitive skill—students must be able to write fluently and
correctly, but also to form and communicate reasoned arguments. These skills often take time to develop,
and many learners struggle with the nuances of this form of writing. As a result, instructors must use well-
thought-out approaches to overcome these challenges and guide their students toward mastering
argumentative writing.
The importance of argumentative writing in the EFL classroom is underscored by its connection to
academic success and its role in helping students become independent thinkers. The ability to produce
coherent and convincing arguments is essential in academic settings, where students are often required to
present their ideas clearly and persuasively. This is not only critical for achieving success in formal writing
tasks but also for participating in academic discourse, engaging with peers and instructors, and developing
a more nuanced understanding of complex issues (Peloghitis, 2017). Argumentative writing also plays a
key role in critical thinking development, as it requires students to analyze information, question
assumptions, and evaluate evidence. However, many EFL learners face difficulties in mastering the
INTRODUCTION
In the field of English as a Foreign Language (EFL) instruction, one of the most significant areas of focus
is the development of students’ writing skills. Writing is essential for academic and professional
communication, and it holds particular importance in the EFL context, where learners need to acquire a
range of competencies to navigate the linguistic demands of English. Among the various types of writing,
argumentative writing has gained particular prominence due to its critical role in fostering higher-order
thinking skills and preparing students for academic and professional communication. Argumentative
writing, by its very nature, requires students to engage in a multifaceted process that involves analysis,
synthesis, and evaluation, making it a powerful tool for language learning (Kafipour, Mahmoudi, &
Khojasteh, 2018). This genre challenges students not only to express their ideas clearly but also to
substantiate their views with evidence, and to critically assess opposing arguments. As a result, it is a key
pedagogical focus in EFL classrooms as it promotes essential cognitive and linguistic abilities.
However, teaching argumentative writing effectively remains a challenge for many EFL instructors, as it
demands not only language proficiency but also the ability to think critically and present well-structured,
coherent arguments (Chala & Chapetón, 2012). The complexity of argumentative writing lies in its dual
requirement of linguistic competence and cognitive skill—students must be able to write fluently and
correctly, but also to form and communicate reasoned arguments. These skills often take time to develop,
and many learners struggle with the nuances of this form of writing. As a result, instructors must use well-
thought-out approaches to overcome these challenges and guide their students toward mastering
argumentative writing.
The importance of argumentative writing in the EFL classroom is underscored by its connection to
academic success and its role in helping students become independent thinkers. The ability to produce
coherent and convincing arguments is essential in academic settings, where students are often required to
present their ideas clearly and persuasively. This is not only critical for achieving success in formal writing
tasks but also for participating in academic discourse, engaging with peers and instructors, and developing
a more nuanced understanding of complex issues (Peloghitis, 2017). Argumentative writing also plays a
key role in critical thinking development, as it requires students to analyze information, question
assumptions, and evaluate evidence. However, many EFL learners face difficulties in mastering the
pág. 5981
complexities of argumentative writing, as it involves both linguistic skills and cognitive processes that are
particularly challenging for non-native speakers (Samway, 2006). In addition to mastering grammar,
vocabulary, and syntax, students must also learn to organize their ideas logically, use appropriate rhetorical
strategies, and develop an argument that is clear, logical, and convincing. These demands make
argumentative writing one of the more difficult tasks for EFL learners.
Previous studies on the teaching of argumentative writing in EFL contexts have highlighted various
strategies and approaches employed by educators to address these challenges. Traditional methods, such as
the five-paragraph essay structure, have been commonly used to teach argumentative writing. These
methods provide students with a clear framework for organizing their thoughts and ensure a structured
approach to writing. However, newer approaches, such as task-based learning (TBLT) and collaborative
writing, have emerged as potentially more effective alternatives. These methods emphasize interactive and
communicative approaches to learning, which are thought to foster greater engagement, collaboration, and
critical thinking (Ellis, 2018). Task-based learning, for example, focuses on real-world tasks and
encourages students to use language for meaningful communication, while collaborative writing activities
promote peer feedback and shared problem-solving. These newer methods encourage greater student
involvement in the writing process and can lead to more dynamic and engaging learning experiences.
Theoretical frameworks related to second language acquisition (SLA) and writing instruction offer
important insights into the complexities of teaching argumentative writing. According to Vygotsky's
sociocultural theory, language development is influenced by social interaction and cultural context, which
can be particularly relevant when teaching writing as a social practice (Lantolf & Thorne, 2017). This theory
suggests that learning is facilitated through interaction with more knowledgeable others, such as teachers
and peers. In the context of argumentative writing, this theory highlights the value of collaborative
approaches to writing instruction, where learners can engage in discussions, share ideas, and learn from one
another. Moreover, the theory of cognitive development suggests that learners' ability to process complex
ideas and structure their writing logically improves through scaffolding and guided practice (Sweller,
2020). By providing students with support at different stages of the writing process, instructors can help
them develop their writing skills more effectively, enabling them to take on increasingly complex writing
tasks.
complexities of argumentative writing, as it involves both linguistic skills and cognitive processes that are
particularly challenging for non-native speakers (Samway, 2006). In addition to mastering grammar,
vocabulary, and syntax, students must also learn to organize their ideas logically, use appropriate rhetorical
strategies, and develop an argument that is clear, logical, and convincing. These demands make
argumentative writing one of the more difficult tasks for EFL learners.
Previous studies on the teaching of argumentative writing in EFL contexts have highlighted various
strategies and approaches employed by educators to address these challenges. Traditional methods, such as
the five-paragraph essay structure, have been commonly used to teach argumentative writing. These
methods provide students with a clear framework for organizing their thoughts and ensure a structured
approach to writing. However, newer approaches, such as task-based learning (TBLT) and collaborative
writing, have emerged as potentially more effective alternatives. These methods emphasize interactive and
communicative approaches to learning, which are thought to foster greater engagement, collaboration, and
critical thinking (Ellis, 2018). Task-based learning, for example, focuses on real-world tasks and
encourages students to use language for meaningful communication, while collaborative writing activities
promote peer feedback and shared problem-solving. These newer methods encourage greater student
involvement in the writing process and can lead to more dynamic and engaging learning experiences.
Theoretical frameworks related to second language acquisition (SLA) and writing instruction offer
important insights into the complexities of teaching argumentative writing. According to Vygotsky's
sociocultural theory, language development is influenced by social interaction and cultural context, which
can be particularly relevant when teaching writing as a social practice (Lantolf & Thorne, 2017). This theory
suggests that learning is facilitated through interaction with more knowledgeable others, such as teachers
and peers. In the context of argumentative writing, this theory highlights the value of collaborative
approaches to writing instruction, where learners can engage in discussions, share ideas, and learn from one
another. Moreover, the theory of cognitive development suggests that learners' ability to process complex
ideas and structure their writing logically improves through scaffolding and guided practice (Sweller,
2020). By providing students with support at different stages of the writing process, instructors can help
them develop their writing skills more effectively, enabling them to take on increasingly complex writing
tasks.
pág. 5982
The objective of this study is to analyze the current methods used to teach argumentative writing in the EFL
classroom, examining both traditional and innovative approaches. The study seeks to evaluate the
effectiveness of these methods in fostering students’ ability to write persuasive, well-organized arguments.
By exploring the strengths and limitations of different approaches, this study aims to provide valuable
insights into best practices for teaching argumentative writing in EFL contexts. In doing so, the research
hopes to contribute to a broader understanding of how to better support EFL learners in their writing
development. By investigating various strategies and examining their application in different educational
settings, this study seeks to contribute to the ongoing conversation about best practices in EFL writing
instruction, offering both theoretical and practical recommendations for improving argumentative writing
pedagogy in EFL classrooms. Through this research, the study aims to inform educators, curriculum
developers, and language policy makers about the most effective methods for teaching argumentative
writing, helping to shape future language instruction practices that promote critical thinking,
communication, and academic success.
METHODOLOGY
This study employed a comprehensive mixed-methods approach to investigate the current methodologies
used in teaching argumentative writing in the English as a Foreign Language (EFL) classroom. The research
design was carefully crafted to combine both qualitative and quantitative methods in order to provide a
holistic understanding of the effectiveness of different teaching strategies. By using both types of data, the
study aimed to capture a more nuanced view of how various teaching practices influence students'
argumentative writing development. The research design followed a descriptive approach to explore and
describe the teaching methods used by EFL instructors across a wide array of educational contexts. The
study was conducted over a period of six months, from January to June 2024, during which time both
traditional and innovative methods of teaching argumentative writing were closely examined.
The study involved a purposive sample of 50 EFL instructors, drawn from both secondary schools and
universities located in diverse geographical regions. This sampling method ensured that a wide range of
perspectives were captured, as the instructors represented various levels of experience and came from
different educational backgrounds. All of the participants had prior experience teaching writing skills to
non-native English speakers, which made them suitable candidates for exploring the effectiveness of
The objective of this study is to analyze the current methods used to teach argumentative writing in the EFL
classroom, examining both traditional and innovative approaches. The study seeks to evaluate the
effectiveness of these methods in fostering students’ ability to write persuasive, well-organized arguments.
By exploring the strengths and limitations of different approaches, this study aims to provide valuable
insights into best practices for teaching argumentative writing in EFL contexts. In doing so, the research
hopes to contribute to a broader understanding of how to better support EFL learners in their writing
development. By investigating various strategies and examining their application in different educational
settings, this study seeks to contribute to the ongoing conversation about best practices in EFL writing
instruction, offering both theoretical and practical recommendations for improving argumentative writing
pedagogy in EFL classrooms. Through this research, the study aims to inform educators, curriculum
developers, and language policy makers about the most effective methods for teaching argumentative
writing, helping to shape future language instruction practices that promote critical thinking,
communication, and academic success.
METHODOLOGY
This study employed a comprehensive mixed-methods approach to investigate the current methodologies
used in teaching argumentative writing in the English as a Foreign Language (EFL) classroom. The research
design was carefully crafted to combine both qualitative and quantitative methods in order to provide a
holistic understanding of the effectiveness of different teaching strategies. By using both types of data, the
study aimed to capture a more nuanced view of how various teaching practices influence students'
argumentative writing development. The research design followed a descriptive approach to explore and
describe the teaching methods used by EFL instructors across a wide array of educational contexts. The
study was conducted over a period of six months, from January to June 2024, during which time both
traditional and innovative methods of teaching argumentative writing were closely examined.
The study involved a purposive sample of 50 EFL instructors, drawn from both secondary schools and
universities located in diverse geographical regions. This sampling method ensured that a wide range of
perspectives were captured, as the instructors represented various levels of experience and came from
different educational backgrounds. All of the participants had prior experience teaching writing skills to
non-native English speakers, which made them suitable candidates for exploring the effectiveness of
pág. 5983
different approaches to teaching argumentative writing. In order to gather rich, detailed data, a combination
of surveys and in-depth interviews was used as the primary method of data collection. The survey, which
contained both closed and open-ended questions, was designed to elicit detailed information about the
teaching methods, challenges faced, and the perceived effectiveness of strategies employed in teaching
argumentative writing. A total of 50 completed surveys were gathered, providing a robust set of responses
for analysis. In addition to the surveys, semi-structured in-depth interviews were conducted with 10 selected
instructors, chosen for their diverse backgrounds and teaching experiences. These interviews allowed for
deeper insights into the personal experiences and pedagogical beliefs of the participants regarding the
teaching of argumentative writing. The interviews were audio-recorded to ensure accuracy and facilitate
subsequent transcription and analysis.
The collected data were analyzed using both quantitative and qualitative methods to ensure a well-rounded
understanding of the teaching methods and their effectiveness. The quantitative data from the surveys were
subjected to descriptive statistical analysis, including frequency counts and percentage distributions. This
provided a clear picture of the trends in teaching practices across the sample. The qualitative data derived
from the open-ended survey responses and the interview transcripts were analyzed using thematic analysis,
a widely-used technique in qualitative research. This involved carefully coding the responses and
identifying recurring themes that related to the effectiveness of different teaching methods. The qualitative
data helped to provide a deeper understanding of the instructors’ views on the methods they used, how they
perceived those methods’ effectiveness, and any challenges they encountered in implementing them. To
ensure the validity of the findings, data triangulation was employed, which involved comparing the survey
results with the qualitative insights gained from the interviews. Additionally, the findings were cross-
referenced with existing literature on the subject of teaching argumentative writing to further substantiate
the conclusions.
The study focused on key variables related to the teaching of argumentative writing in EFL classrooms.
The main variables included the teaching methods employed and their effectiveness in improving students'
argumentative writing skills. In particular, the research examined two primary types of teaching strategies:
traditional methods, such as the five-paragraph essay structure, and more innovative approaches, including
task-based learning (TBLT) and collaborative writing. The effectiveness of these methods was evaluated
different approaches to teaching argumentative writing. In order to gather rich, detailed data, a combination
of surveys and in-depth interviews was used as the primary method of data collection. The survey, which
contained both closed and open-ended questions, was designed to elicit detailed information about the
teaching methods, challenges faced, and the perceived effectiveness of strategies employed in teaching
argumentative writing. A total of 50 completed surveys were gathered, providing a robust set of responses
for analysis. In addition to the surveys, semi-structured in-depth interviews were conducted with 10 selected
instructors, chosen for their diverse backgrounds and teaching experiences. These interviews allowed for
deeper insights into the personal experiences and pedagogical beliefs of the participants regarding the
teaching of argumentative writing. The interviews were audio-recorded to ensure accuracy and facilitate
subsequent transcription and analysis.
The collected data were analyzed using both quantitative and qualitative methods to ensure a well-rounded
understanding of the teaching methods and their effectiveness. The quantitative data from the surveys were
subjected to descriptive statistical analysis, including frequency counts and percentage distributions. This
provided a clear picture of the trends in teaching practices across the sample. The qualitative data derived
from the open-ended survey responses and the interview transcripts were analyzed using thematic analysis,
a widely-used technique in qualitative research. This involved carefully coding the responses and
identifying recurring themes that related to the effectiveness of different teaching methods. The qualitative
data helped to provide a deeper understanding of the instructors’ views on the methods they used, how they
perceived those methods’ effectiveness, and any challenges they encountered in implementing them. To
ensure the validity of the findings, data triangulation was employed, which involved comparing the survey
results with the qualitative insights gained from the interviews. Additionally, the findings were cross-
referenced with existing literature on the subject of teaching argumentative writing to further substantiate
the conclusions.
The study focused on key variables related to the teaching of argumentative writing in EFL classrooms.
The main variables included the teaching methods employed and their effectiveness in improving students'
argumentative writing skills. In particular, the research examined two primary types of teaching strategies:
traditional methods, such as the five-paragraph essay structure, and more innovative approaches, including
task-based learning (TBLT) and collaborative writing. The effectiveness of these methods was evaluated
pág. 5984
based on several indicators, including the teachers' perceptions of student engagement, the quality of writing
improvements, and the development of critical thinking skills in their students. Teachers were asked to
reflect on how their chosen methods influenced students' ability to craft compelling, logically organized
arguments. Ethical approval for the study was obtained from the Institutional Review Board (IRB) of the
participating institutions, ensuring that the research adhered to ethical standards and guidelines. All
participants were fully informed about the study's purpose, the voluntary nature of their participation, and
the confidentiality of their responses. Informed consent was obtained in writing from all participants, and
they were assured that their identities would remain anonymous in the reporting and analysis of results,
thereby safeguarding their privacy and ensuring the integrity of the study.
Through this thorough and methodologically rigorous approach, the study aims to contribute meaningful
insights into the ongoing dialogue about the best practices for teaching argumentative writing in EFL
classrooms. The research methodology’s combination of both quantitative and qualitative data allows for a
well-rounded understanding of the various teaching strategies and their practical implications for EFL
instructors, thereby offering valuable recommendations for improving argumentative writing instruction in
diverse educational settings.
RESULTS AND DISCUSSION
The findings of this study revealed several significant insights regarding the methods used to teach
argumentative writing in EFL classrooms, shedding light on both the strengths and challenges of current
instructional practices. Data collected from surveys and in-depth interviews with EFL instructors indicated
that, despite the evolving landscape of language teaching, traditional methods, such as the five-paragraph
essay structure, remain the most widely used strategies among EFL instructors. These methods, though
prevalent, have been found to be less effective in fostering higher-order thinking skills and in encouraging
the critical argumentation necessary for students' success in writing compelling and well-organized
arguments. Instructors noted that while the five-paragraph essay structure provided a clear and
straightforward framework for students to follow, it often led to overly simplistic, formulaic arguments that
lacked depth and nuance. This observation aligns with previous research that suggests traditional models
may limit students' ability to think critically and to construct more sophisticated, nuanced arguments (Chala
& Chapetón, 2012).
based on several indicators, including the teachers' perceptions of student engagement, the quality of writing
improvements, and the development of critical thinking skills in their students. Teachers were asked to
reflect on how their chosen methods influenced students' ability to craft compelling, logically organized
arguments. Ethical approval for the study was obtained from the Institutional Review Board (IRB) of the
participating institutions, ensuring that the research adhered to ethical standards and guidelines. All
participants were fully informed about the study's purpose, the voluntary nature of their participation, and
the confidentiality of their responses. Informed consent was obtained in writing from all participants, and
they were assured that their identities would remain anonymous in the reporting and analysis of results,
thereby safeguarding their privacy and ensuring the integrity of the study.
Through this thorough and methodologically rigorous approach, the study aims to contribute meaningful
insights into the ongoing dialogue about the best practices for teaching argumentative writing in EFL
classrooms. The research methodology’s combination of both quantitative and qualitative data allows for a
well-rounded understanding of the various teaching strategies and their practical implications for EFL
instructors, thereby offering valuable recommendations for improving argumentative writing instruction in
diverse educational settings.
RESULTS AND DISCUSSION
The findings of this study revealed several significant insights regarding the methods used to teach
argumentative writing in EFL classrooms, shedding light on both the strengths and challenges of current
instructional practices. Data collected from surveys and in-depth interviews with EFL instructors indicated
that, despite the evolving landscape of language teaching, traditional methods, such as the five-paragraph
essay structure, remain the most widely used strategies among EFL instructors. These methods, though
prevalent, have been found to be less effective in fostering higher-order thinking skills and in encouraging
the critical argumentation necessary for students' success in writing compelling and well-organized
arguments. Instructors noted that while the five-paragraph essay structure provided a clear and
straightforward framework for students to follow, it often led to overly simplistic, formulaic arguments that
lacked depth and nuance. This observation aligns with previous research that suggests traditional models
may limit students' ability to think critically and to construct more sophisticated, nuanced arguments (Chala
& Chapetón, 2012).
pág. 5985
In contrast, more innovative methods, such as task-based language teaching (TBLT) and collaborative
writing, were identified as being more effective in engaging students and enhancing the quality of their
argumentative writing. TBLT, in particular, was highlighted as a teaching approach that encourages
students to engage with real-world tasks that are relevant to their lives, thus promoting deeper cognitive
engagement and a better understanding of argumentative discourse. Many instructors reported that students
participating in TBLT tasks demonstrated improved organizational skills and presented stronger, more
reasoned arguments. These findings are consistent with the work of Kafipour, Mahmoudi, and Khojasteh
(2018), who found that task-based learning promotes higher cognitive engagement, leading to improved
writing performance and greater depth in argumentation. Instructors indicated that TBLT’s focus on
practical application enabled students to contextualize their writing in meaningful ways, thus facilitating a
more comprehensive understanding of argumentation.
Collaborative writing was also found to be an effective strategy for developing argumentative writing skills,
with instructors noting that students working in pairs or small groups were more likely to share ideas,
critique each other’s work, and collaboratively refine their arguments. This, in turn, resulted in more
coherent, persuasive writing. In particular, peer collaboration provided an opportunity for students to learn
from one another, deepen their understanding of argumentative structures, and develop critical thinking
skills in the process. These findings support the research of Peloghitis (2017), who found that collaborative
writing not only enhanced the quality of writing but also fostered peer learning, self-reflection, and critical
thinking among students. Teachers observed that students, when given the opportunity to collaborate,
engaged more actively in discussions, strengthened their arguments through peer feedback, and ultimately
created more robust and convincing written products.
Despite the positive outcomes associated with TBLT and collaborative writing, several challenges were
reported by instructors when attempting to implement these approaches in traditional EFL classrooms. One
of the most significant barriers to using these innovative strategies was the lack of time and resources.
Instructors explained that curriculum constraints, an overemphasis on grammar instruction, and the pressure
to prepare students for standardized tests often limited the amount of time available to incorporate task-
based or collaborative writing activities into their teaching. These challenges reflect broader concerns in
EFL education, as many curricula continue to prioritize grammar and vocabulary at the expense of
In contrast, more innovative methods, such as task-based language teaching (TBLT) and collaborative
writing, were identified as being more effective in engaging students and enhancing the quality of their
argumentative writing. TBLT, in particular, was highlighted as a teaching approach that encourages
students to engage with real-world tasks that are relevant to their lives, thus promoting deeper cognitive
engagement and a better understanding of argumentative discourse. Many instructors reported that students
participating in TBLT tasks demonstrated improved organizational skills and presented stronger, more
reasoned arguments. These findings are consistent with the work of Kafipour, Mahmoudi, and Khojasteh
(2018), who found that task-based learning promotes higher cognitive engagement, leading to improved
writing performance and greater depth in argumentation. Instructors indicated that TBLT’s focus on
practical application enabled students to contextualize their writing in meaningful ways, thus facilitating a
more comprehensive understanding of argumentation.
Collaborative writing was also found to be an effective strategy for developing argumentative writing skills,
with instructors noting that students working in pairs or small groups were more likely to share ideas,
critique each other’s work, and collaboratively refine their arguments. This, in turn, resulted in more
coherent, persuasive writing. In particular, peer collaboration provided an opportunity for students to learn
from one another, deepen their understanding of argumentative structures, and develop critical thinking
skills in the process. These findings support the research of Peloghitis (2017), who found that collaborative
writing not only enhanced the quality of writing but also fostered peer learning, self-reflection, and critical
thinking among students. Teachers observed that students, when given the opportunity to collaborate,
engaged more actively in discussions, strengthened their arguments through peer feedback, and ultimately
created more robust and convincing written products.
Despite the positive outcomes associated with TBLT and collaborative writing, several challenges were
reported by instructors when attempting to implement these approaches in traditional EFL classrooms. One
of the most significant barriers to using these innovative strategies was the lack of time and resources.
Instructors explained that curriculum constraints, an overemphasis on grammar instruction, and the pressure
to prepare students for standardized tests often limited the amount of time available to incorporate task-
based or collaborative writing activities into their teaching. These challenges reflect broader concerns in
EFL education, as many curricula continue to prioritize grammar and vocabulary at the expense of
pág. 5986
communicative methods and interactive learning opportunities. Peloghitis (2017) also emphasized this
issue, noting that the strong focus on grammar and vocabulary often leads to missed opportunities for
engaging students in more dynamic, communicative activities that promote higher-order thinking and
critical argumentation.
In addition to time constraints, instructors reported that varying levels of student proficiency posed another
challenge when implementing collaborative writing strategies. While stronger students benefitted from the
opportunity to give and receive peer feedback, weaker students often struggled to contribute meaningfully
to group discussions or to collaborate effectively on writing tasks. As a result, some instructors suggested
that differentiated instruction could be a valuable approach to ensure that all students, regardless of their
proficiency levels, are actively engaged in the collaborative process. Differentiation would allow instructors
to tailor tasks to students' individual needs, providing additional support for less proficient students while
challenging more advanced learners. This, in turn, would maximize the effectiveness of collaborative
writing in helping all students develop their argumentative writing skills.
Overall, the results of the study suggest that while traditional methods remain deeply entrenched in EFL
classrooms, there is a growing recognition of the value of more dynamic and interactive approaches to
teaching argumentative writing. Task-based learning and collaborative writing are considered highly
effective strategies for improving students' argumentative writing skills, as they promote active
engagement, critical thinking, and a deeper understanding of the structures and techniques that underlie
persuasive writing. However, the successful implementation of these strategies requires overcoming several
obstacles, including time constraints, curriculum pressures, and the varying proficiency levels of students.
To address these challenges, instructors may need to adopt flexible and adaptable teaching practices that
prioritize student engagement and provide opportunities for personalized learning, ensuring that all students
are supported in developing the skills necessary to succeed in argumentative writing.
Tabla 1
Teaching Methods used in EFL classrooms
Teaching Method Frecuencia (n=50) Porcentaje (%)
Traditional methods 34 68%
Task-based learning 6 12%
Collaborative Writing 5 10%
Other ( Pair-assessment, Direct
instruction, etc)- 5 10%
Total 50 100%
Note. The table shows that traditional methods dominate EFL classrooms
communicative methods and interactive learning opportunities. Peloghitis (2017) also emphasized this
issue, noting that the strong focus on grammar and vocabulary often leads to missed opportunities for
engaging students in more dynamic, communicative activities that promote higher-order thinking and
critical argumentation.
In addition to time constraints, instructors reported that varying levels of student proficiency posed another
challenge when implementing collaborative writing strategies. While stronger students benefitted from the
opportunity to give and receive peer feedback, weaker students often struggled to contribute meaningfully
to group discussions or to collaborate effectively on writing tasks. As a result, some instructors suggested
that differentiated instruction could be a valuable approach to ensure that all students, regardless of their
proficiency levels, are actively engaged in the collaborative process. Differentiation would allow instructors
to tailor tasks to students' individual needs, providing additional support for less proficient students while
challenging more advanced learners. This, in turn, would maximize the effectiveness of collaborative
writing in helping all students develop their argumentative writing skills.
Overall, the results of the study suggest that while traditional methods remain deeply entrenched in EFL
classrooms, there is a growing recognition of the value of more dynamic and interactive approaches to
teaching argumentative writing. Task-based learning and collaborative writing are considered highly
effective strategies for improving students' argumentative writing skills, as they promote active
engagement, critical thinking, and a deeper understanding of the structures and techniques that underlie
persuasive writing. However, the successful implementation of these strategies requires overcoming several
obstacles, including time constraints, curriculum pressures, and the varying proficiency levels of students.
To address these challenges, instructors may need to adopt flexible and adaptable teaching practices that
prioritize student engagement and provide opportunities for personalized learning, ensuring that all students
are supported in developing the skills necessary to succeed in argumentative writing.
Tabla 1
Teaching Methods used in EFL classrooms
Teaching Method Frecuencia (n=50) Porcentaje (%)
Traditional methods 34 68%
Task-based learning 6 12%
Collaborative Writing 5 10%
Other ( Pair-assessment, Direct
instruction, etc)- 5 10%
Total 50 100%
Note. The table shows that traditional methods dominate EFL classrooms