Enhancing argumentative writing with data-driven learning: Exploring developmental trajectories and learner profiles

This study examines the effectiveness of a data-driven learning (DDL) intervention in enhancing EFL learners' argumentative writing skills. The research has two primary objectives: 1) to examine developmental trajectories of EFL learners' argumentative writing at lexical, syntactic, and organizational levels; 2) to identify distinct learner profiles that emerge based on the development of these linguistic measures. 199 EFL students participated in seven iterative cycles of argumentative writing assignments, followed by corpus-based analysis and personalized feedback. Results revealed diverse developmental paths across three linguistic levels. Three distinct learner profiles emerged: high-performing formal language users, functional language adventurers, and low-performing formal and functional language users. The findings highlight the dynamic, non-linear nature of language development and underscore the need for personalized instructional strategies and sustained support for higher-order writing skills. This study bridges research and practice gaps through an innovative researcher-practitioner partnership, providing valuable insights for optimizing DDL interventions in language education.