Exploring an impact of teaching argumentation on the development of writing skills

Abstract

Argumentation skills are among of the most acclaimed 21st-century skills. When combined with language skills, arguments become a powerful tool. Although there is a consensus in the literature about the benefits of using arguments and debates in foreign language classrooms, little, if any, research exists in Armenia that would provide empirical data in support of possible connections between teaching argumentation skills and English language competency. The purpose of this mixed-methods study is to explore possible connections between explicit instruction in argumentation and writing skills of Armenian EFL students. The quasi-experimental design was originally used. Two groups – comparison and treatment groups– of low-intermediate-level students of a language school constitute the sample. The scores on pre and post-experiment in-class composition writing provided the quantitative data for analysis. The results of the quantitative analysis revealed no statistically significant differences between the two groups after the treatment period. However, the qualitative analysis that followed indicated some tentative signs that gave hope for further efforts in search of the above-mentioned connections.