Exploring Argument Structure Development in EFL Learners’ Argumentative Writing

Recent studies on argumentative writing prioritize linguistic and textual features over structural or content aspects, and students’ development in argumentation skills has received little attention. This longitudinal study examined EFL students’ development in argumentative writing, including the overall writing quality, argument structure, and perceptions of argumentative writing. 132 essays written by 22 English major students in China were collected over four semesters, which were scored on a holistic scoring rubric and coded based on Toulmin model. Semi-structured interviews were conducted with nine focus students from three proficiency groups. Results showed developmental features in the overall writing quality and argument structure. Students’ overall writing quality progressively improved, and three proficiency groups demonstrated different developmental features. The frequencies of fundamental Toulmin elements declined, whereas the frequencies of secondary elements increased. Although L1 rhetorical knowledge impacted students’ understanding of English argumentative writing, their perceptions gradually changed (e.g., avoid a compromise position) over four semesters. These findings offer insights into understanding L2 writers’ development in argumentative writing, yielding meaningful implications for L2 writing pedagogy.