argumentative-writing
Filtering by topic argumentative-writing(7)Clear all filters
- 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.
- PaperAssessing Writing25 Jun 2026
Argument chains as a tool to improve automated scoring of argumentative writing
Michele Flammia, Joe Oyler, Ariel Sykes, Noriko Takahashi et al.
Argument chains are proposed as a tool to improve automated scoring of argumentative writing.
- PaperAssessing Writing24 Jun 2026
Measuring engagement in technology-supported collaborative argumentative writing: Development and validation of the T-CLEA scale
Li-Jen Wang, Ying‐Tien Wu, Teng-Yao Cheng
Developed and validated the T-CLEA scale for measuring engagement in technology-supported collaborative argumentative writing.
- PaperJournal of Second Language Writing20 Jun 2026
Question-only AI Socratic dialogue as dialogic feedback in L2 argumentative writing: A quasi-experimental study
Li-Jen Wang
A quasi-experimental study examined the use of question-only AI Socratic dialogue as dialogic feedback in L2 argumentative writing.
- PaperAssessing Writing2 Jun 2026
AI-assisted vibe coding with Base44: Creating personalized tools for argumentative writing
Mengru Pan, Kexin Li, Chun Lai
This paper introduces AI-assisted vibe coding, a no-code approach using the Base44 platform, enabling learners to create personalized argumentative writing tools. It repositions learners from consumers to creators of AI support, potentially enhancing cognitive and metacognitive engagement. The article provides workflows, discusses limitations, and offers future directions for teaching and research.
Original abstract
Existing scholarship abounds in pedagogical efforts to leverage the advantages of GenAI to support argumentative writing. Yet, these efforts have mainly positioned learners as consumers of GenAI feedback and support on writing, which is often associated with concerns of cognitive atrophy and metacognitive laziness. The emergence of AI-assisted vibe coding makes it possible for learners to play a more active role in creating personalized AI solutions. The repositioning of learners’ roles in relation to GenAI may induce deeper cognitive processing and greater metacognitive engagement. This article introduces AI-assisted vibe coding, a novel no-code development approach that enables learners as technology creators by designing and developing their own personalized argumentative writing tools. We present Base44, a full-stack, AI-powered platform that facilitates this process, and illustrate how students can leverage it to create personalized tools for addressing authentic argumentative writing challenges through concrete workflow examples. We explore the potential of integrating AI-assisted vibe coding into argumentative writing instruction, examine its limitations, and offer directions for future teaching practice and research.
- PaperReCALL6 May 2026
Tracing the diachronic effects of data-driven learning on lexical complexity in EFL learners’ argumentative writing
Yanan Zhao, Jihua Dong
Data-driven learning (DDL) instruction significantly improved lexical complexity in Chinese EFL learners' argumentative writing over five time points, while a non-DDL control group declined. Learners showed nonlinear individual trajectories in lexical complexity development and reported positive attitudes toward DDL, though some challenges in corpus use remained.
Original abstract
This study investigates the effectiveness of data-driven learning (DDL) in promoting lexical complexity in Chinese English as a foreign language (EFL) learners’ argumentative writing, tracks developmental trajectories, and examines learners’ perceptions. Adopting a quasi-experimental design, one class ( n = 26) received DDL instruction, and the other ( n = 22) received non-DDL instruction. Data were collected using triangulation, including argumentative writing samples from five time points, pre- and post-instruction questionnaires and semi-structured interviews. Results showed that learners in the DDL class significantly improved their lexical complexity, while the non-DDL class experienced declines. Across the five time points, nonlinear trajectories were observed in lexical complexity at the individual learner level. Learners reported positive attitudes toward DDL, though some challenges in corpus use remained. These findings provide empirical support for the effectiveness of DDL in promoting lexical complexity development in Chinese EFL learners’ argumentative writing and provide pedagogical implications for corpus-based writing instruction.