Voices Across Borders: Iranian EFL Students’ Perspective on Argumentative Writing

Abstract

This study focuses on the perspectives of Iranian English as a foreign language (EFL) students studying at Korean universities on argumentative writing. Thematic analysis and MAXQDA2022 software examine data collected via an online open-ended questionnaire and semi-structured interviews. Students’ approaches to supporting assertions, preferences for sentence structures and terminology, tactics for answering counterarguments, obstacles in different areas of argumentative writing, and overall impressions of argumentative essays are the focus of the research topics. Several significant themes and patterns emerge from the findings, including the significance of supporting statements with evidence, the preference for simple language structures and terminology, minimal engagement with counterarguments, and the difficulties encountered in the introduction, body, and conclusion parts. The policy and language education implications are examined, emphasizing the importance of instructional assistance, vocabulary-building initiatives, critical thinking integration, scaffolded writing instruction, and the use of technology. These findings contribute to a better understanding of the demands of Iranian EFL students and can help guide the creation of successful argumentative writing instruction. More study is needed to investigate new tactics and interventions to improve argumentative writing skills and boost EFL students’ academic achievement.