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Argumentative writing is one of the most difficult written genres in higher education for both English as a second language (ESL) and English as foreign language (EFL) learners. These learners often face difficulties using complex syntactic forms and appropriate elements of argumentation (Ka-kan-dee & Kaur, 2014). Hence, there is an imperative need to explore the use of effective strategies to improve ESL/EFL students’ argumentative writing ability at the tertiary level.
Corrective feedback, referred to as utterances that indicate to a learner that their output is erroneous in some way (Nassaji & Kartchava, 2017), may be a particularly effective method of giving individual and specific guidance for the improvement of argumentation. Continue Reading →