Effects of Training in the Use of Toulmin’s Model on Esl Students’ Argumentative Writing and Critical Thinking Ability

Zainuddin, Siti Zaidah; Rafik-Galea, Shameem

doi:10.24200/mjll.vol5iss2pp114-133

Cited by 8 publications

(9 citation statements)

References 10 publications

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“…According to studies by Varghese and Abraham [24], Qin and Karabacak [25], Lunsford [26], Suhartoyo, Mukminatan and Laksmi [27], and Zainuddin and Rafik-Galea [6], the application of Toulmin's Model greatly improves the students' writing skills and their abilities to create logical arguments. Since then, there have been even more recent studies involving Toulmin and persuasive writing in Malaysia.…”

Section: Backingmentioning

confidence: 99%

“…Persuasive writing also opens up numerous opportunities for a career after graduation [4] [5] allowing them to become politicians, lawyers, business people and advertisers. However, persuasive writing is very challenging for students despite their natural ability to argue as adolescents even though it improves as they mature [6] [7]. In fact, secondary school students can compose effective persuasive essays but lack the ability to strengthen their arguments [7].…”

Section: Introductionmentioning

confidence: 99%

“…There have been numerous persuasive writing models developed in the past, which include the Ooi & Seelan's Model [15], the Argument-Driven Inquiry (ADI) Model [16], the Flower & Hayes' Model [17], the Socio-Cognitive Model [18] the Hamburger Model and the Dagwood Model [19]. Nonetheless, while these models can provide a satisfactory foundation for persuasive writing instruction, the Toulmin's Model [20] is the most definitive [21} model as it is practical, accurate, audience-focused, flexible and allows for new ideas to be generated [22][23] [6]. Fig.…”

Section: Introductionmentioning

confidence: 99%

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Formulating a Modern Instructional Model to Help Improve the Persuasive Writing of Students

2019

IJRTE

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Persuasive writing is an important writing genre for students to master as they are required to compose strong arguments for research papers and essays for tertiary level education. However, English persuasive writing is introduced late to secondary school students and there appears to be a lack of specific instructions for ESL students in secondary schools. This lack of attention and specific instruction can cause students to produce weak persuasive essays as a result. The purpose of this case study is to uncover the reasons behind the students’ difficulties with argumentative writing to formulate a model that can be a relevant teaching tool for classroom instruction. This is done by analyzing the essays of 150 low-scoring secondary school students with Toulmin’s Model as well as a set of questionnaires that are targeted at the students and the interviews that were conducted with their teachers. From the results, the researcher can formulate a prototype modern persuasive writing model that can be used in the English classroom as a teaching tool.

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Section: Backingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Formulating a Modern Instructional Model to Help Improve the Persuasive Writing of Students

2019

IJRTE

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“…Many researchers approve that Toulmin's Model provides the necessary framework for substantial reasoning and critical thinking. However, only a few studies on its use in the teaching of critical thinking have been done in Asia (see Rafik-Galea, et al, 2008 andRafik-Galea, 2016).…”

Section: Past Studies Using Toulmin's Model Of Argumentationmentioning

confidence: 99%

Persuasive Writing: How Students Argue

Aziz

Ahmad

2017

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English persuasive writing is an important skill to be mastered by students as it is highly valued when and if students continue their studies to a higher education level. The objectives of this study are to: (1) identify the distinctive features of persuasive essays commonly adopted by Malaysian students; (2) investigate the problems students encounter while developing their arguments, and (3) to suggest strategies that can improve students’ persuasive writing skills. Seventy-nine essay samples from four secondary schools were selected for the analysis and Toulmin’s Model was employed as the tool for analyzing the essays. The focus of the analysis is to uncover the persuasive elements that the students have applied in their writing. The raw data were gathered by reading each of the essays and labeling the persuasive elements (claim, grounds, warrant, backing, rebuttal and qualifiers) which were identified. Findings from the analysis have indicated that the students applied the basic persuasive elements: claim, grounds and warrant. It was also discovered that the students lacked the optional persuasive elements; qualifier, rebuttal and backing. Students need to be exposed to new or alternative strategies of composing in order to help improve their persuasive writing skills.

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“…In the present study, prospective English language teachers were involved. In the field of language education there are numerous studies on the contribution of written argumentative skills to second language learning (Campbell & Filimon, 2018;Awada, Burston & Ghannage, 2019;Quin, 2013) and on the contribution of writing argumentative texts in a second language to critical thinking and collaborative work (Soodmand Afshar, Movassagh & Arbabi, 2017;Zainuddin & Rafik-Galea, 2016). Since having a good command of English is a basic quality that prospective teachers should have to be able to teach it, the ability to think through arguments can enhance teacher education concerning this component.…”

Section: Introductionmentioning

confidence: 99%

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

Dolapçıoğlu

Koşar

2022

Int. J. of Cont. Edu. Res.

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This study was conducted to examine contribution of producing argument in comparative education topics to the preservice teachers’ process of constructing knowledge. Toulmin's Argument Pattern (TAP) was followed. This article is different as it is a synthesis of comparative education research interests and argumentation topics. In addition, it offers a learning way in comparative education for teacher education. The study was carried out with 22 senior university students studying at the department of English Language Teaching during 2018-2019 academic year. The data were collected via observation records and written documents of four preservice teachers who had opposite claims, selected among those students. As a conclusion, it was found that TAP guided the preservice teachers on the components of claiming an assumption, backing claims with evidence, applying scientific sources, rebuttal and generating new arguments for the topics of comparative education. The study also included implications on thinking through argument.

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Effects of Training in the Use of Toulmin’s Model on Esl Students’ Argumentative Writing and Critical Thinking Ability

Cited by 8 publications

References 10 publications

Formulating a Modern Instructional Model to Help Improve the Persuasive Writing of Students

Formulating a Modern Instructional Model to Help Improve the Persuasive Writing of Students

Persuasive Writing: How Students Argue

Thinking through Arguments on Comparative Education Topics: Contemporary Learning Approach in Teacher Education

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