argumentative-writing
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- PaperAssessing Writing14 Jul 2026
Can citations indicate performance levels? An investigation of integrated argumentative writing tests
Qin Xie, Chang Zhang
This study investigates whether the use of citations in integrated argumentative writing tests can serve as an indicator of performance levels.
- PaperRELC Journal9 Jul 2026
Using dynamic feedback from customized LLM-powered chatbots in EFL argumentative writing
Yi Chen
An innovative teaching practice used two custom-built LLM-powered chatbots to provide dynamic, instruction-aligned feedback on argumentation quality and linguistic accuracy in an EFL argumentative writing course, supporting iterative multi-draft revision while keeping instructors in the loop to address automated feedback limitations.
Original abstract
With the growing use of large language models (LLMs) in English as a foreign language (EFL) teaching, balancing teacher control over instructional focus with students’ autonomy in using artificial intelligence chatbots while ensuring more dynamic interaction have become key pedagogical concerns. This article reports on an innovative teaching practice implemented in a foundation undergraduate English for Academic Purposes course, which featured interactive feedback, including chatbot-mediated dynamic assessment, delivered through two custom-built LLM-powered chatbots. The intervention aimed to support students’ argumentative writing with specific reference to argumentation quality and linguistic accuracy, through an iterative multi-draft process. Drawing on observation and critical reflection on this practicum, the article argues that customized LLM-powered chatbots can provide dynamic, instruction-aligned feedback at scale to scaffold EFL learners’ writing process, while instructors remain essential in the loop to address the limitations of automated feedback. The article concludes with suggestions for refining this approach in future practice.