Search Results (11)

English argumentative writing is a cornerstone of academic and professional communication, yet it remains a significant challenge for second-language (L2) learners. While Large Language Models (LLMs) show promise as components in automated feedback systems, their responses are often generic and lack the structural insight necessary for meaningful improvement. Existing Automated Essay Scoring (AES) systems, conversely, typically provide holistic scores without the kind of actionable, fine-grained advice that can guide concrete revisions. To bridge this systemic gap, we introduce ARGUS (Argument Understanding and Structured-feedback), a novel neuro-symbolic system that synergizes the semantic understanding of LLMs with the structured reasoning of Graph Neural Networks (GNNs). The ARGUS system architecture comprises three integrated modules: (1) an LLM-based parser transforms an essay into a structured argument graph; (2) a Relational Graph Convolutional Network (R-GCN) analyzes this symbolic structure to identify specific logical and structural flaws; and (3) this flaw analysis directly guides a conditional LLM to generate feedback that is not only contextually relevant but also pinpoints precise weaknesses in the student’s reasoning. We evaluate ARGUS on the Argument Annotated Essays corpus and on an additional set of 150 L2 persuasive essays collected from the same population to augment training of both the parser and the structural flaw detector. Our argument parsing module achieves a component identification F1-score of 90.4% and a relation identification F1-score of 86.1%. The R-GCN-based structural flaw detector attains a macro-averaged F1-score of 0.83 across the seven flaw categories, indicating that the enriched training data substantially improves its generalization. Most importantly, in a human evaluation study, feedback generated by the ARGUS system was rated as consistently and significantly more specific, accurate, actionable, and helpful than that from strong baselines, including a fine-tuned LLM and a zero-shot GPT-4. Our work demonstrates a robust systems engineering approach, grounding LLM-based feedback in GNN-driven structural analysis to create an intelligent teaching system that provides targeted, pedagogically valuable guidance for L2 student writers engaging with persuasive essays. Full article

This review synthesizes research from cognitive psychology and English for Academic Purposes (EAP) to propose a new conceptual framework for understanding and fostering international student success. It argues that traditional EAP approaches, while effective in developing analytical intelligence—evidenced by a focus on critical reading, argumentation, and source-based writing—provide an incomplete model for the multifaceted demands of global academia. Drawing on Robert Sternberg’s Triarchic Theory of Intelligence, this paper posits that “successful intelligence,” defined as the capacity to achieve one’s goals within a specific sociocultural context, is a more holistic and ecologically valid construct. It depends equally on creative intelligence (e.g., formulating novel research ideas, adapting to unfamiliar academic genres) and practical intelligence (e.g., navigating academic norms, acquiring tacit knowledge, demonstrating pragmatic competence in communication). This paper conducts a critical review of pedagogical practices within EAP that implicitly or explicitly cultivate these three interdependent intelligences. After providing a balanced overview of Sternberg’s theory, including its scholarly critiques, this review broadens its theoretical lens to incorporate complementary perspectives from sociocultural approaches to academic literacies. It systematically maps specific EAP tasks—such as source-based synthesis essays (analytical), research proposals for occluded genres (creative), and simulations of academic email communication (practical)—onto the components of the triarchic model. Drawing on this analysis, the paper concludes by proposing an integrated pedagogical framework, the “Triarchic EAP Model.” This model consciously balances the development of analytical, creative, and practical abilities through integrated tasks, explicit scaffolding, and a focus on transferability. It offers a more holistic approach to student support and strategically positions the EAP classroom as a unique environment for the cultivation and assessment of the multifaceted intellectual skills required for sustainable success in 21st-century global academia. Full article

Despite reaching intermediate English proficiency, many bilingual secondary students in Colombia struggle with academic writing due to difficulties in organizing ideas and expressing arguments coherently. To address this issue, this study explores the integration of AI-powered tools—Grammarly and ChatGPT—within the Writing Workshop Instructional Model (WWIM) to enhance students’ writing skills. Conducted at a bilingual secondary school, the intervention targeted 10th grade ESL learners and focused on improving grammar accuracy, textual coherence, and organizational structure. Drawing on Galbraith’s model of writing as content generation, the study adopted a design-based research methodology, incorporating iterations of implementation, feedback, and refinement. The results indicate that combining WWIM with AI feedback significantly improved students’ academic writing performance. Learners reported greater confidence and engagement when revising drafts using automated suggestions. These findings highlight the pedagogical potential of integrating AI tools into writing instructions and offer practical implications for enhancing academic writing curricula in secondary ESL contexts. Full article

This study proposes a framework that leverages natural language processing and unsupervised machine learning techniques to measure, identify, and classify examinees’ writing strategies. The framework integrates three categories of writing strategies (text complexity, evidence use, and argument structure) to identify the characteristics of examinees’ writing. Additionally, a measurement model is used to calibrate examinees’ writing proficiency. An empirical example is presented to demonstrate the performance of the framework. The data comprise 430 Grade 8 examinees’ responses to English Language Arts (ELA) assessments in the United States. Using K-means clustering, distinct patterns were identified in each category. The one-parameter logistic measurement model was applied to estimate examinees’ writing proficiency. Analyses revealed significant effects of text complexity and evidence use on writing proficiency, while argument structure was not significant. This study has implications for writing instruction and assessment design that highlight the point that effective writing is not simply a matter of isolated skill acquisition, but rather the coordinated implementation of complementary strategies, a finding that supports cognitive developmental theories of writing. Full article

We investigated the time evolution of the symmetry of symbols constituting alphabets rooted in the Phoenician script. A diversity of quantitative measures of symmetry of graphemes appearing in Phoenician, Western Greek, Etruscan from Marsiliana, Archaic Etruscan, Neo-Etruscan, Euclidian Greek, Archaic and Classical Latin and Proto-Hebrew scripts, constituting the Phoenician script family, were calculated. The same measures were established for the Hebrew/Ashurit and English scripts. The Shannon-like measures of symmetry were computed. The Shannon diversity index was calculated. Our findings indicate that the Shannon diversity index increased with time in a monotonic way for the studied scripts. The diversity of symmetry groups inherent for addressed alphabets grows with time. We also introduced the symmetry factor of the alphabet. The symmetry factor quantifies the averaged level of symmetrization of the alphabet and the possible parsimony of graphical information necessary for the drawing of the entire set of graphemes constituting the alphabet. We found that the symmetry factor is decreased with time for the alphabets rooted in the Phoenician script. This means that the average level of symmetrization of the studied alphabet increases with time. The parsimony of graphical information necessary for writing graphemes is consequently increased with time. The values of the symmetry factor calculated for the addressed scripts are close to one another, with the pronounced exception of the Hebrew/Ashurit script. Our study supplies the arguments for the point of view, according to which the modern Hebrew/Ashurit script did not emerge from the Phoenician one. Full article

Julian of Norwich’s performance within her longer Revelations of Divine Love involves layers of authorizing and devotional steps that frame it as a gift for her community. She presents herself not as an author, but as a revelator, in step with John’s acts of unveiling his visions and dialogue with the divine in the Biblical Revelations. Examining Julian’s act of presenting her visions in writing demonstrates how her daring yet insistently orthodox visions handle issues of spiritual authority and individual faith made urgent by the rise of Lollardy. My work with Julian’s Revelations is the foundation for a wider argument about the interchange between vernacular mysticism and public devotion through their use of affective piety and the performance of spiritual dialogue. In this article, I examine Julian of Norwich’s Revelation of Divine Love to determine how it works as contemplative drama. I also look at The Mirror of the Blessed Life of Christ and The Cloud of Unknowing to set up Julian’s performance of contemplative devotion and the potential pitfalls of a pious English readership. Julian’s revelations demonstrate where interior contemplation is transformed into collective acts of devotion. Full article

In alignment with a strong increase of fully or partially English-taught programmes worldwide, intense research interest has been drawn to English as a medium of instruction (EMI) in higher education. In the meanwhile, much research has been done concerning cohesion and coherence in second language writing, which reveals that the appropriate use of cohesive devices will ultimately lead to text coherence. This study adopts a longitudinal perspective to examine the use of cohesive devices by Chinese English majors in argumentative writing in the EMI context. Thirty-one second-year Chinese English majors participated in this study. They were given three writing prompts at the initial, middle, and final time-points of one academic year, respectively. Altogether, 93 argumentative writings were collected, and 30 cohesion indices were selected and investigated at local, global and text levels via two automatic computational tools: Coh-Metrix and TAACO. The major findings of the study indicate (1) Chinese English majors were capable of a variety of cohesive devices in their writing. They tended to use local cohesive devices, especially connectives, more than global and text cohesive devices; (2) Most of the cohesion indices demonstrated growth. Of the 30 selected cohesion indices, 13 presented significant development over one academic year, and among them, 3 were at local level, 10 at global level and 3 at text level. Informed of the possible learning trajectories of cohesive devices, teachers may be guided to focus on their teaching in some specific areas of cohesion, and students may be more aware of what contributes to their writing performance and what to emphasize when writing in English. Full article

Members of the Deaf New American community reported they arrived in the United States with no formal education, unable to read or write in their native language, and had zero fluency in English. Efforts to educate them have floundered, and the study aims to find out why and how to fix the problem. Interviews of eight Deaf New Americans yielded rich data that demonstrates how education policy in the form of the Individuals with Disabilities Education Act (IDEA) and other laws fail to address their needs, because these laws do not include them in their coverage. The study’s main findings are the deleterious effect of the home country’s failure to educate their Deaf citizens, America’s failure to provide accessible and effective instruction, and the combined effect of these institutional failures on the ability of Deaf New Americans to master English and find gainful employment. This article is an argument for a change in education policy that recognizes the unique nature of this community and provides for a role of Deaf educators in teaching Deaf New Americans. Full article

Argumentative writing is the most commonly used genre in writing classroom practices and assessments. To draft an argumentative essay in authentic settings, writers are usually required to evaluate and use content knowledge from outside sources. Although source-based argumentation is a sustainable skill that is crucial for students’ academic career, this area remains under-researched. Hence, this paper presents a within-subject study that investigated Hong Kong secondary school students’ argumentation construction in L1 and L2 source-based writing from both product-oriented and process-oriented perspectives. Multiple sources of data were collected, including L1 and L2 source-based argumentative texts, eye-tracking metrics and recorded videos, and stimulated recall interviews. Findings of our study show that the L1 source-based argumentative compositions of the Hong Kong secondary student writers differed greatly from their L2 ones in terms of the argument structure, source use, and reasoning quality. Analyses on four cases further revealed a multitude of factors such as self-regulation and cultural orientations coming into play in similar and different argumentation performance between L1 and L2 source-based writing tasks. This study contributes new knowledge to better understand the argumentation in L1 and L2 source-based writing, yielding meaningful implications on pedagogy and assessment in this field. Full article

The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed. Full article

English for foreign language (EFL) novice writer-researchers are faced with an increasing pressure for international publication as a prerequisite for sustainable career development in academia. The use of metadiscourse, as a key indicator for their discourse competence, has been a subject of research for English for Academic Purposes (EAP) and/or English for Specific Purposes (ESP) scholars. This study investigates metadiscourse features of research articles’ (RA) results and discussion (R&D) sections written by Chinese PhD students and their writer identities reflected through metadiscourse choice. A corpus was built, consisting of a subcorpus of R&D of unpublished research articles (RAs) written by Chinese PhD students (CNWs) and one of the same part-genre by English-speaking expert writers (EEWs). Metadiscourse used by the two groups were identified based on Hyland’s interpersonal model of metadiscourse. Quantitative analyses on the frequency and variety of metadiscourse markers found a significant difference not only in interactional metadiscourse but also in some subcategories of interactive and interactional metadiscourse, indicating that CNWs attach more importance to organisation of ideas than to the persuasiveness of arguments. A questionnaire survey was conducted to explore the influence of the CNWs’ perception of RA writing on their metadiscourse choice. It revealed that knowledge of generic conventions and metadiscourse functions, awareness of the writer–reader relationship, and confidence in language competence may influence metadiscourse choice. The paper concludes with the view that the CNWs generally view themselves as a recounter and reporter of their research, remaining conservative when presenting an authoritative voice and a confident identity as a knowledge creator. Full article