AN ANALYSIS OF INDONESIAN & JAPANESE EFL LEARNERS’ ARGUMENTATIVE WRITING: BELOW TOULMIN’S MODEL

Ade Windiana Argina; Ilham Agung Prasetyo

doi:10.30998/n3f43y51

Authors

Ade Windiana Argina Politeknik Negeri Media Kreatif Author
Ilham Agung Prasetyo Politeknik Negeri Media Kreatif Author

DOI:

https://doi.org/10.30998/n3f43y51

Keywords:

Argumentative Writing, Toulmin Model, EFL Learners, Gender Differences

Abstract

In a globalized academic context, writing is a crucial yet complex skill that reflects learners’ ability to express and develop ideas effectively. However, EFL learners often face difficulties in argumentative writing due to limited linguistic competence, weak idea organization, and insufficient higher-order thinking skills. Although previous studies have applied Toulmin’s model to analyze argumentative elements, most have focused on single contexts. Addressing this gap, the present study compares argumentative essays written by male and female EFL learners from two countries by examining argumentative structure, assessing argumentative quality, and exploring gender-based differences. This corpus-based study analyzed 20 argumentative essays selected from the International Corpus Network of Asian Learners of English (ICNALE), consisting of 10 Indonesian and 10 Japanese students’ writings with equal gender representation. Six Toulmin elements: Claim, Data, Counterargument, Counterargument Data, Rebuttal, and Rebuttal Data were analyzed, and argument quality was evaluated using Erduran et al., five-level framework. The findings reveal that Claims and Data were the most frequently used elements, while Counterarguments and Rebuttals occurred infrequently. Indonesian students tended to rely on repeated claims supported by personal experiences and logical reasoning, whereas Japanese students demonstrated slightly higher argumentative quality. Gender differences were minimal, although female students used more Claims and Data, while male students employed more counterargument- and rebuttal-related elements. Overall, the findings indicate a need to enhance EFL students’ argumentative writing skills, particularly in developing counterarguments and rebuttals.

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