The Interplay of Proficiency, Gender, and Cultural Context in EFL Argumentative Writing Processes

Abstract

This study explores the writing processes of undergraduate university EFL learners, with a focus on argumentative compositions. Drawing from structured interviews with a cohort of students at Yarmouk University, Jordan, the study offers insights into the foundational writing stages, namely prewriting, drafting, revising, and editing.

The findings underscore a universal commitment to these stages, suggesting dominant pedagogical influences. Notably, a proficiency-driven dichotomy emerged in revision techniques, with proficient writers leaning towards a holistic approach and less proficient ones emphasizing surface-level concerns. The study also flagged overlaps in students' understanding of 'revision' and 'editing', hinting at potential pedagogical ambiguities.

Additionally, gender-driven nuances and potential cultural implications became salient, echoing broader socio-cultural research trends. These findings, while aligning with established academic paradigms, spotlight evolving trends and necessitate adaptive pedagogical strategies.