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The impact of instruction based on Toulmin elements on the argumentative writing performance of ESL learners
The impact of instruction based on Toulmin elements on the argumentative writing performance of ESL learners
Amirah Dent & Dr. Ng Lee Luan
University of Malaya
Faculty of Languages & Linguistics
Background of the study
The Study
The eight-week long study analysed the impact of instruction based on Toulmin elements on the argumentative writing performance of four ESL learners using a pre-, post, and delayed post-test experiment.
The objectives of this study were:
Objective 1
What extent does the instruction based on The Toulmin Model of Argument influence the performance of ESL learners in terms of reasoning elements found in their argumentative essays?
What are the ESL learners’ perspectives regarding the application of Toulmin elements in their argumentative writing?
Objective 2
The study was comprised of 4 adult ESL learners who composed argumentative essays during the pre-post-, and delayed post-tests after receiving instruction of Toulmin's argumentative model. Using a scoring rubric adapted from Qin & Karabacak (2010), the essays were assessed and analysed for content, language, and overall effectiveness in reasoning.
Method
- Age ranges from 20 to 23 years old
- Upper-intermediate English proficiency level (based on their institution's English placement tests
- Took part in the study to improve their academic writing
Participants
Instruments
Pre-, Post-, & Delayed Post-tests
Used to examine the learners’ argumentative essays before and well after the instruction of the Toulmin model. The study collected data in the form of argumentative essays produced weekly by the ESL learners for the pre-, post-, and a delayed post-test.
Qin & Karabacak's (2010) 5-scale Scoring Rubric
The mark scheme is comprised of three components: the efficacy of arguments, overall structure of arguments, and language use.
Procedure & Analysis
- The study was conducted for 8 weeks
- 1-hour instruction of Toulmin's model + a 1-hour argumentative writing task
- a 2-week break was given between the post-, and delayed post-test
- The essays were collected and analysed for presence of Toulmin elements
- Each element found was colour-coded
- Feedback regarding the argumentative writing performance was given to the participants weekly
Results
Pre-test: reasoning elements claim, warrant, and backing were present in the argumentative essays of all ESL learners. The remaining elements data, qualifier, and backing were only present in two of the participants’ essays.
Post-test: The post-test findings showed the frequency of warrant and backing reduced in the post-test as other Toulmin elements such as data, qualifier, and rebuttal appeared and increased. Additionally, the quality of the reasoning elements used by the ESL learners had improved compared to their pre-test argumentative essays.
Delayed post-test revealed that the ESL learners have consistently used all Toulmin elements in their argumentative essays. The quality of the used Toulmin elements were consistent with the post-test in which they were appropriately and relevantly utilise
All four participants used claim, warrant, and backing in their pre-test essays. However, the overall results showed that prior to the instruction of Toulmin elements, the students displayed limited use of selected argumentative features in their essays.
Pre-test
Most participants reduced their use of warrant In the post-test, while backing was consistently used. The other remaining Toulmin elements, data, qualifier, and rebuttal appeared for 2 participants and increased for the remaining two.
Post-test
Additionally, the quality of the reasoning elements used by the ESL learners had improved compared to their pre-test argumentative essays.
The assessment scores from the delayed post-test essays written by the ESL learners revealed that they were able to retain information of Toulmin elements well after the instruction and use them in their argumentative essays.
Delayed post-test
The essays contained a more matured and refined reasoning compared to their previous essays
Participants
In regards to the retention of the learned Toulmin elements, 3 out of 4 participants stated that during the delayed post-test, it took them time to apply qualifier and rebuttal to their argumentative writing. However, they all perceived the instruction of the argumentative features beneficial to their writing skills and development.
The quality of the reasoning elements used by the ESL learners had improved compared to their pre-test argumentative essays. Due to this, their argumentative writing became effective in terms of argumentative complexity and depth and breadth of reasoning. The results of the delayed post-test revealed that the ESL learners have consistently used all Toulmin elements in their argumentative essays.
Exposure to Toulmin’s Model of Argumentation can help ESL learners learn argumentative features needed to analyse, evaluate, and create arguments.
Learning the Toulmin elements will help ESL learners create strong and accurately supported arguments, which will benefit their writing development needed for educational advancement.
Conclusion
Implications
Practitioners will benefit from learning Toulmin’s model as it will help them teach students effective argumentative writing models to facilitate further development of their critical thinking skills in relation to argumentation. In addition to this, by learning Toulmin’s model, practitioners will have a better understanding of how to assess their students’ argumentative essays effectively.
Recommendation for Future Studies
- future research that will examine the quality of argumentative essays should adapt or modify Qin & Karabacak’s (2010) 5-scale scoring rubric to devise an all-encompassing aassessment scheme.
- Studies with larger sample sizes can provide more rich and varied results that can help identify other issues and problems concerning argumentative writing.
- A longitudinal study involving the instruction of Toulmin’s model and its argumentative features would be a recommendation for any researcher who aims to further investigate the effects of introducing Toulmin elements to NNEs learners.