An in-depth analysis of current approaches to teaching argumentative writing in English as a Foreign Language (EFL) classrooms: Examining effective strategies and methodologies

Resumen

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.