RELATIONSHIP BETWEEN EFL STUDENTS’ AWARENESS OF SOCIAL ISSUES AND PERSPECTIVES ON ARGUMENTATIVE WRITING: A CASE AT TRA VINH UNIVERSITY, VIETNAM
Keywords:
argumentative writing, EFL, social issues
Abstract
Society is changing rapidly in modern times, causing people to attempt to keep up with the latest information, while argumentative writing requires students who are learning English as a foreign language (EFL) to clearly state their ideas about a social problem using a wide range of knowledge and critical thinking. This study aims to find out these students’ awareness of primary social issues, figure out their perspectives on argumentative writing, and examine the correlation between their awareness of primary social issues and perspectives on argumentative writing. Mixed approaches with questionnaires and interviews were used to collect data from 150 English majors at Tra Vinh University. The findings indicate that students’ concern about social issues can diversify their viewpoints on argumentative writing through general input, lexical enrichment, and critical thinking processes. Based on the findings, the authors suggest several methods for students to absorb information about rising problems in society and recommend students how to apply them to their argumentative writing.
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References
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[Yuksek ¨ o¨¤retim Dergisi]. 2021;11(2 Pt 2): 387–400.
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academic achievement of learners at higher education.
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thinking and argumentative writing. Iranian Journal
of Applied Linguistics. 2024;17(1): 71–92.
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and the structure of informal reasoning.
Informal Logic. 2010;30(1): 92–111.
https://doi.org/10.22329/il.v30i1.419.
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awareness and use of open educational resources
for teaching and learning in higher education: a
cross-comparative analysis. Research and Practice in Technology Enhanced Learning. 2022;17(11): 1–23.
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[23] Salih AA. Investigating rhetorical aspects of
writing argumentative essays and persuasive
posters: students’ perspective. Theory and Practice
in Language Studies. 2021;11(12): 1571–1580.
https://doi.org/10.17507/tpls.1112.09.
[24] Nimehchisalem V, Abbasi MM, Ebrahimzadeh
A, Kalajahi SAR. Iranian English as a foreign
language (EFL) learners’ argumentative writing
performance in private language institutes.
Asian Social Science. 2015;11(15): 96–103.
http://dx.doi.org/10.5539/ass.v11n15p96.
[25] Lai ER. Critical thinking: a literature review. Pearson’s Research Reports. 2011;6(1): 40–41.
[26] Moore T. Critical thinking: seven definitions in search of a concept. Studies in
Higher Education. 2013; 38(4): 506–522.
https://doi.org/10.1080/03075079.2011.586995.
[27] Cahyadewi A, Lolita Y. The analysis of university
student’s critical thinking in writing argumentative
essays in the English Department of UNESA. Indonesian Journal of Education [Jurnal Pendidikan
Indonesia]. 2021;2(9): 1465–1476.
[28] Lu C. A framework for infusing critical thinking into
Chinese college EFL. English Linguistics Research.
2019;8(2): 16–20.
[29] Starichkova V, Moskovskaya N, Kalinovskaya E. Development of students’ critical thinking skills via
teaching English. VII International Forum on Teacher
Education. 26–28 May 2021; Kazan Federal University, Russia. ARPHA Proceedings; 2022. p.1641–
1653. http://dx.doi.org/10.3897/ap.5.e1641.
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Oxford: Oxford University Press; 2007.
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and evaluate research in education. 8th ed. New York:
McGraw-Hill; 2012.
[32] Yauch CA, Steudel HJ. Complementary use of qualitative and quantitative cultural assessment methods.
Organizational Research Methods. 2003;6(4): 465–
481 https://doi.org/10.1177/1094428103257.
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EFL essay writing (argumentative, problem-solution,
critical analysis). Master’s thesis. Guelma, Algeria:
The University of Guelma; 2018. https://dspace.univuelma.dz/jspui/bitstream/123456789/2784/1/M821.
186.pdf [Accessed 21st April 2024].
[34] Lam AT, Thai CD, Thac CD, Phu THC, Chau TN,
Mai BT, et al. A study about EFL English-major
students’ challenges in writing argumentative essays
at Soc Trang Teachers’ Training College, Vietnam. In:
Wongwailkhit K (ed.) Proceedings of the 9th RSU
International Research Conference. 1st May 2020;
Rangsit University, Thailand. Mueang Pathum Thani:
Rangsit University; 2020. p.1544–1558.
[35] Nguyen HP, Huynh NT, Nguyen TPN. Effects of
teacher’s using authentic texts on cognitive reading engagement of Vietnamese EFL students. English Language Teaching and Linguistics Studies.
2021;5(3): 10–30.
[36] Rubiaee MAA, Darus S, Bakar AN. The effect of writing knowledge on EFL students’
ability in composing argumentative essays. Arab
World English Journal (AWEJ). 2019;10: 263–287.
http://dx.doi.org/10.2139/ssrn.3512623.
[37] Oxford RL. Language learning strategies and beyond:
a look at strategies in the context of styles. In:
Magnan S (ed.) Shifting the instructional focus to
the learner. Middlebury, VT: Northeast Conference
on the Teaching of Foreign Languages; 1990. p.35–
55.
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and applications. 5th ed. New York: SAGE Publications; 2021.
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using structure of the paragraph in argumentative
essay by the sixth semester of English study program
of Muhammadiyah University of Bengkulu. Journal
of Linguistics and Language Teaching. 2016;3(1): 1–
20.
[46] Zhu W. Performing argumentative writing in
English: difficulties, processes, and strategies.
TESL Canada Journal. 2001;19(1): 39–48.
https://doi.org/10.18806/tesl.v19i1.918.
[47] Prastya IS. The correlation between critical thinking
skill and writing achievement. BASTRA. 2014;1(2):
192–200.
[48] Yerni Y. How does intensity of writing practices
correlate with argumentative writing ability among
Indonesian freshmen students? Pedagogy: Journal
of English Language Teaching. 2021;9(2): 135–148.
https://doi.org/10.32332/joelt.v9i2.3687.
[49] Dang T, Chau T, Tra T. A study on the difficulties
in writing argumentative essays of English-majored sophomores at Tay Do University, Vietnam. European
Journal of English Language Teaching. 2020;6(1):
201–240. http://dx.doi.org/10.46827/ejel.v6i1.3389.
[50] Ali Z, Palpanadan ST, Asad MM, Churi P,
Namaziandost E. Reading approaches practiced
in EFL classrooms: a narrative review and research agenda. Asian-Pacific Journal of Second
and Foreign Language Education. 2022;7(1): 1–25.
https://doi.org/10.1186/s40862-022-00155-4.
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balanced development of listening, speaking, reading,
and writing ability. In: Yang S, Xu Q (eds.). Proceedings of the 2015 International Conference on Economy, Management and Education Technology. 29–30
August 2015. Tianjin: Atlantis Press; 2015. p.135–
138. http://dx.doi.org/10.2991/icetem-15.2015.21.
[53] Mega S, Suharyadi ANW. The correlation between
students’ reading and listening score in a standardized
test of TOEFL. Journal of Research and Study of Educational Sciences: e-Saintika [ Jurnal Penelitian dan
Pengkajian Ilmu Pendidikan:e-Saintika]. 2021;5(2): 127–138.
[54] Fischer ID, Yang JC. Flipping the flipped class: using
online collaboration to enhance EFL students’ oral
learning skills. International Journal of Educational
Technology in Higher Education. 2022;19(15): 1–24.
https://doi.org/10.1186/s41239-022-00320-2.
structure and evidence use in argumentative writing. Theory and Practice in Language Studies.
2018;8(11): 1441–1448.
[2] Beniche M. The correlation between critical thinking
skills and argumentative writing skills in moroccan
higher education: the case of the Faculty of Languages, Letters and Arts Ibn Tofail University, Kenitra. International Journal of Language and Literary
Studies. 2023;5(1): 212–229.
[3] Fadilah N, Suhartini S, Aloysius S. Fostering critical
thinking: Designing problem-based learning student
worksheet on environmental change topic. Journal of
Biological Education Indonesia [Jurnal Pendidikan
Biologi Indonesia]. 2014;10(1): 291–298.
[4] Koc¸ G, Ozc¸ırpan, C¸ Y, Terzio ¨ glu F, C¸ etinkaya ˘
S¸S¸, Uslu-S¸ ahan F, Is¸ık RA, et al. The effect of
a gender course on the gender attitudes, critical
thinking dispositions, and media literacy skills of
university students. Journal of Higher Education
[Yuksek ¨ o¨¤retim Dergisi]. 2021;11(2 Pt 2): 387–400.
http://dx.doi.org/10.2399/yod.20.640377.
[5] Zulfqar A, Hayat A. Think how to think: studying
the relationship between critical thinking skills and
academic achievement of learners at higher education.
Journal of Social Sciences Review. 2023; 3(2): 640–
650. https://doi.org/10.54183/jssr.v3i2.305.
[6] Stretton T, Cochrane T, Sevigny C, Rathner J. Exploring mobile mixed reality for critical thinking
in nursing and healthcare education: A systematic
review. Nurse Education Today. 2024;133: 106072.
https://doi.org/10.1016/j.nedt.2023.106072.
[7] Saprina CM, Rosyid A, Suryanti Y. Difficulties in developing idea encountered by students
in writing argumentative essays. Journal of English Language Studies (JET Li). 2020;5(1): 48–54.
http://dx.doi.org/10.55215/jetli.v3i1.3419.
[8] Ahmady S, Shahbazi S. Impact of social problemsolving training on critical thinking and decision making of nursing students. BMC Nursing. 2020;19(1):
1–8. https://doi.org/10.1186/s12912-020-00487-x.
[9] Li W. Gender Stereotyping in Media - Bias and
Discrimination. Lecture Notes in Education Psychology and Public Media Studies. 2023;29(1): 237–241.
http://dx.doi.org/10.54254/2753-7048/29/20231518.
[10] Ulfa F, Mukaromah N, Puspitasari D. Gender
bias analysis and right to fight for gender equality in education through the children’s book
“I am Kartini”. Berumpun: International of Social, Politics and Humanities. 2023;6(2): 112–127.
https://doi.org/10.33019/berumpun.v6i2.114.
[11] Shutaleva A. Ecological culture and
critical thinking: building of a sustainable
future. Sustainability. 2023;15(18): 1–23.
https://doi.org/10.3390/su151813492.
[12] Blaique L, Nazmy P, Aldabbas H, Corbin T.
Understanding social responsibility awareness
among university students. Journal of Law and
Sustainable Development. 2023;11(11): 1–17.
http://dx.doi.org/10.55908/sdgs.v11i11.1644.
[13] Kapshuk Y, Alt D. Using digital concept maps in
conflict resolution studies: implications for students’
argumentative skills, domain-specific knowledge, and
academic efficacy. Frontiers in Psychology. 2022;13:
1–16. https://doi.org/10.3389/fpsyg.2022.882370.
[14] Songsil W, Pongsophon P, Boonsoong B, Clarke A.
Developing scientific argumentation strategies using
revised argument-driven inquiry (rADI) in science
classrooms in Thailand. Asia-Pacific Science Education. 2019;5: 1–22. https://doi.org/10.1186/s41029-
019-0035-x.
[15] Liao M, Liao Y. Improving Chinese college
students’ argumentative writing: a presentationassimilation-siscussion-exercise approach.
Frontiers in Psychology. 2022;13: 1–14.
https://doi.org/10.3389/fpsyg.2022.874531.
[16] Albelihi HHM. Lexical and cohesive links in EFL
learners’ writing: exploring the use of task based
language teaching. Frontiers in Education. 2022;7: 1–
7. https://doi.org/10.3389/feduc.2022.996171.
[17] Toba R, Noor WN, Sanu LO. The current
issues of Indonesian EFL students’ writing
skills: ability, problems, and reason in writing
comparison and contrast essay. Dynamics of
Science [Dinamika Ilmu]. 2019;19(1): 57–73.
http://doi.org/10.21093/di.v19i1.1506.
[18] Hashemi MR, Behrooznia S, Mahjoobi FM. A critical
look into Iranian EFL university students’ critical
thinking and argumentative writing. Iranian Journal
of Applied Linguistics. 2024;17(1): 71–92.
[19] Mayes GR. Argument-explanation complementarity
and the structure of informal reasoning.
Informal Logic. 2010;30(1): 92–111.
https://doi.org/10.22329/il.v30i1.419.
[20] Moon K, Blackman D. A guide to understanding social science research for natural scientists. Conservation Biology. 2014;28(5): 1167–1177.
https://doi.org/10.1111/cobi.12326.
[21] Marín VI, Zawacki-Richter O, Aydin CH, Bedenlier
S, Bon M, Bozkurt A, et al. Faculty perceptions,
awareness and use of open educational resources
for teaching and learning in higher education: a
cross-comparative analysis. Research and Practice in Technology Enhanced Learning. 2022;17(11): 1–23.
https://doi.org/10.1186/s41039-022-00185-z.
[22] Meral E, Kayaalp F, Namlı ZB. The role of argumentative writing in teaching controversial issues: a mixed
methods research. International Journal of Contemporary Educational Research. 2022; 9(1): 143–163.
[23] Salih AA. Investigating rhetorical aspects of
writing argumentative essays and persuasive
posters: students’ perspective. Theory and Practice
in Language Studies. 2021;11(12): 1571–1580.
https://doi.org/10.17507/tpls.1112.09.
[24] Nimehchisalem V, Abbasi MM, Ebrahimzadeh
A, Kalajahi SAR. Iranian English as a foreign
language (EFL) learners’ argumentative writing
performance in private language institutes.
Asian Social Science. 2015;11(15): 96–103.
http://dx.doi.org/10.5539/ass.v11n15p96.
[25] Lai ER. Critical thinking: a literature review. Pearson’s Research Reports. 2011;6(1): 40–41.
[26] Moore T. Critical thinking: seven definitions in search of a concept. Studies in
Higher Education. 2013; 38(4): 506–522.
https://doi.org/10.1080/03075079.2011.586995.
[27] Cahyadewi A, Lolita Y. The analysis of university
student’s critical thinking in writing argumentative
essays in the English Department of UNESA. Indonesian Journal of Education [Jurnal Pendidikan
Indonesia]. 2021;2(9): 1465–1476.
[28] Lu C. A framework for infusing critical thinking into
Chinese college EFL. English Linguistics Research.
2019;8(2): 16–20.
[29] Starichkova V, Moskovskaya N, Kalinovskaya E. Development of students’ critical thinking skills via
teaching English. VII International Forum on Teacher
Education. 26–28 May 2021; Kazan Federal University, Russia. ARPHA Proceedings; 2022. p.1641–
1653. http://dx.doi.org/10.3897/ap.5.e1641.
[30] Dornyei Z. ¨ Research methods in applied linguistics.
Oxford: Oxford University Press; 2007.
[31] Fraenkel JR, Wallen NE, Hyun HH. How to design
and evaluate research in education. 8th ed. New York:
McGraw-Hill; 2012.
[32] Yauch CA, Steudel HJ. Complementary use of qualitative and quantitative cultural assessment methods.
Organizational Research Methods. 2003;6(4): 465–
481 https://doi.org/10.1177/1094428103257.
[33] Frihi A. The importance of critical thinking in
EFL essay writing (argumentative, problem-solution,
critical analysis). Master’s thesis. Guelma, Algeria:
The University of Guelma; 2018. https://dspace.univuelma.dz/jspui/bitstream/123456789/2784/1/M821.
186.pdf [Accessed 21st April 2024].
[34] Lam AT, Thai CD, Thac CD, Phu THC, Chau TN,
Mai BT, et al. A study about EFL English-major
students’ challenges in writing argumentative essays
at Soc Trang Teachers’ Training College, Vietnam. In:
Wongwailkhit K (ed.) Proceedings of the 9th RSU
International Research Conference. 1st May 2020;
Rangsit University, Thailand. Mueang Pathum Thani:
Rangsit University; 2020. p.1544–1558.
[35] Nguyen HP, Huynh NT, Nguyen TPN. Effects of
teacher’s using authentic texts on cognitive reading engagement of Vietnamese EFL students. English Language Teaching and Linguistics Studies.
2021;5(3): 10–30.
[36] Rubiaee MAA, Darus S, Bakar AN. The effect of writing knowledge on EFL students’
ability in composing argumentative essays. Arab
World English Journal (AWEJ). 2019;10: 263–287.
http://dx.doi.org/10.2139/ssrn.3512623.
[37] Oxford RL. Language learning strategies and beyond:
a look at strategies in the context of styles. In:
Magnan S (ed.) Shifting the instructional focus to
the learner. Middlebury, VT: Northeast Conference
on the Teaching of Foreign Languages; 1990. p.35–
55.
[38] DeVellis RF, Thorpe CT. Scale development: theory
and applications. 5th ed. New York: SAGE Publications; 2021.
[39] ST122. Interviewed by: Nguyen Khac Tieu Binh. 6th
March 2023.
[40] ST147. Interviewed by: Nguyen Khac Tieu Binh. 9th
March 2023.
[41] ST62. Interviewed by: Nguyen Khac Tieu Binh. 6th
March 2023.
[42] ST24. Interviewed by: Nguyen Khac Tieu Binh. 6th
March 2023.
[43] ST88. Interviewed by: Nguyen Khac Tieu Binh. 5th
March 2023.
[44] ST17. Interviewed by: Nguyen Khac Tieu Binh. 9th
March 2023.
[45] Prananda YA. Students’ ability in writing paragraphs
using structure of the paragraph in argumentative
essay by the sixth semester of English study program
of Muhammadiyah University of Bengkulu. Journal
of Linguistics and Language Teaching. 2016;3(1): 1–
20.
[46] Zhu W. Performing argumentative writing in
English: difficulties, processes, and strategies.
TESL Canada Journal. 2001;19(1): 39–48.
https://doi.org/10.18806/tesl.v19i1.918.
[47] Prastya IS. The correlation between critical thinking
skill and writing achievement. BASTRA. 2014;1(2):
192–200.
[48] Yerni Y. How does intensity of writing practices
correlate with argumentative writing ability among
Indonesian freshmen students? Pedagogy: Journal
of English Language Teaching. 2021;9(2): 135–148.
https://doi.org/10.32332/joelt.v9i2.3687.
[49] Dang T, Chau T, Tra T. A study on the difficulties
in writing argumentative essays of English-majored sophomores at Tay Do University, Vietnam. European
Journal of English Language Teaching. 2020;6(1):
201–240. http://dx.doi.org/10.46827/ejel.v6i1.3389.
[50] Ali Z, Palpanadan ST, Asad MM, Churi P,
Namaziandost E. Reading approaches practiced
in EFL classrooms: a narrative review and research agenda. Asian-Pacific Journal of Second
and Foreign Language Education. 2022;7(1): 1–25.
https://doi.org/10.1186/s40862-022-00155-4.
[51] World Health Organization. Gender and health.
https://www.who.int/news-room/questions-andanswers/item/gender-and-health [Accessed 24th May
2024].
[52] Hu S. Research and practice of teaching method on
balanced development of listening, speaking, reading,
and writing ability. In: Yang S, Xu Q (eds.). Proceedings of the 2015 International Conference on Economy, Management and Education Technology. 29–30
August 2015. Tianjin: Atlantis Press; 2015. p.135–
138. http://dx.doi.org/10.2991/icetem-15.2015.21.
[53] Mega S, Suharyadi ANW. The correlation between
students’ reading and listening score in a standardized
test of TOEFL. Journal of Research and Study of Educational Sciences: e-Saintika [ Jurnal Penelitian dan
Pengkajian Ilmu Pendidikan:e-Saintika]. 2021;5(2): 127–138.
[54] Fischer ID, Yang JC. Flipping the flipped class: using
online collaboration to enhance EFL students’ oral
learning skills. International Journal of Educational
Technology in Higher Education. 2022;19(15): 1–24.
https://doi.org/10.1186/s41239-022-00320-2.
Published
23-July-2024
How to Cite
1.
Nguyen TB, Nguyen NV, Truong TA, Duong Y. RELATIONSHIP BETWEEN EFL STUDENTS’ AWARENESS OF SOCIAL ISSUES AND PERSPECTIVES ON ARGUMENTATIVE WRITING: A CASE AT TRA VINH UNIVERSITY, VIETNAM. journal [Internet]. 23Jul.2024 [cited 16Jan.2025];14(7). Available from: https://journal.tvu.edu.vn/tvujs_old/index.php/journal/article/view/4211
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