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

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.

methods

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

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

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,

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

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 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

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

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.

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

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

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

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

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