The Cognitive Challenges in Argumentative Writing for EFL Learners: A Scoping Review

Abstract

Argumentative writing is a problem-solving cognitive process, which is perceived as a challenging activity, especially for students learning English as a Foreign Language (EFL). Students are required to master argumentative writing in international English proficiency tests, and the importance of argumentation skills has been emphasized by most countries. Most previous studies mentioned the difficulties of learning English argumentative writing; however, few have systematically concluded and classified the cognitive challenges. The objective of this scoping review is to clarify the cognitive challenges and understand the classification of them in argumentative writing for EFL learners. The selection was conducted for downloadable full journal articles from 2019 to 2023, and the limited language is English using Arksey and O’Malley’s 5-stage framework, guided by meta-analyses (PRISMA) framework. Thirty-one articles were chosen for data extraction, and according to the analysis of 31 articles, the cognitive challenges in argumentative writing included the insufficient mastery of argument structure, the poor critical thinking in argumentative writing, and inadequate feedback from instructors or peers. With adequate understanding of cognitive challenges in argumentative writing, the future research is hoped to yield better pedagogy in the teaching of argumentative writing.