Developing EFL Students' Argumentative Writing Through Explicit Teaching
Zinaide Gruda
DOI: 10.18355/XL.2025.18.04.16
Abstract
When transitioning from secondary to higher education, many students are required to be proficient in writing argumentative essays. Yet, not all of them had the opportunity to write argumentative essays in secondary education. This study aimed to explore the impact of explicit teaching of argumentative writing on the development of students' writing skills through an experimental research design. Data from pre-test and post-test revealed that experimental group students improved significantly in argumentative writing compared to control group students. The findings indicated that explicit teaching is crucial for equipping students with skills to write argumentatively.
Key words: argumentative skills, explicit instruction, development, writing, new approach
Pages: 243-260
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