Toulmin Argument Patterns in Asian EFL Learners’ Essays: Gender and Topic-Based Comparison

Authors

  • Dwi Indarti Universitas Bina Sarana Informatika, Indonesia

DOI:

https://doi.org/10.33394/jollt.v13i3.14701

Keywords:

Argumentative texts, EFL learners, Toulmin Argument Pattern

Abstract

This study explores Toulmin Argument Patterns (TAP) in argumentative essays by Asian EFL learners, focusing on gender and topic-based comparison. Using an adapted Toulmin model, it analyses argument components, claims, data, counter-arguments, and rebuttals, from the ICNALE corpus on topics “smoking†and “part-time jobâ€. Indonesian female learners constructed higher-quality arguments with comprehensive rebuttals, whereas their male counterparts relied more on basic elements. Among Chinese learners, gender differences were minimal, with both genders showing balanced TAP use, reflecting structured critical-thinking education. Familiar topics like “part-time job†led to more complex arguments, while less relatable topics like “smoking†resulted in weaker argumentation. Cultural factors also influenced argument quality, with Confucian-influenced education fostering consistency among Chinese learners and diverse educational practices leading to variability in Indonesian learners. These insights can inform curriculum design by encouraging the integration of culturally relevant and gender-responsive writing tasks that support students’ critical thinking and argumentative skills. Future research should expand to broader linguistic and cultural contexts to refine TAP-based pedagogical strategies and deepen understanding of argumentative competence in EFL settings.

Author Biography

Dwi Indarti, Universitas Bina Sarana Informatika

English Letters, Faculty of Communication and Language, Bina Sarana Informatika University, Jl. Kramat Raya No.98, Kwitang, Jakarta, Indonesia

References

Alameda, A. R. (2023). An inter-country critical analysis of online studies on the academic writing in English of university students using the Toulmin model. AIDE Interdisciplinary Research Journal, 5, 1–41.DOI: https://doi.org/10.56648/aide-irj.v5i1.86

Amaliah. (2024). Argument patterns in Indonesian and Korean EFL learners’ argumentative essay: Comparative essay using Toulmin model. Al Qalam: Jurnal Ilmiah Keagamaan Dan Kemasyarakatan, 18(2), 1240–1256. DOI: http://dx.doi.org/10.35931/aq.v18i2.3400

Bahtilla, M., & Xu, H. (2021). The influence of Confucius’s educational thoughts on China’s educational system. Open Acess Library Journal, 8, e7370. DOI:

https://doi.org/10.4236/OALIB.1107370

Budiana, C. (2023). Brainstorming and mind-mapping: Crucial basic skills duet in building critical thinking for academic composition. K@ta: A Biannual Publication on the Study of Language and Literature, 25(00), 38–41. DOI: https://doi.org/10.9744/kata.25.00.38-41

Crammond, J. (1998). The uses and complexity of argument structures in expert and student persuasive writing. Written Communication, 15, 230e268. DOI: https://doi.org/10.1177/0741088398015002004

Crossley, S. A. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(3), 415–443. DOI:10.17239/jowr-2020.11.03.01

Dharmawan, Y. Y., Ali, H. V., Prasatyo, B. A., & A. (2023). Comparing the argumentative essay formats of Indonesian and Korean students using the Toulmin model. Jurnal Onoma: Pendidikan Bahasa Dan Sastra, 9(2), 1099–1114. DOI: https://doi.org/10.30605/onoma.v9i2.2922

Dwikoranto, D. (2022). Using Toulmin’s argument pattern on problem solving model to improve problem-solving analysis ability: Learning alternatives during the Covid-19 pandemic. International Journal of Recent Educational Research, 3(2), 200–209. DOI:10.46245/ijorer.v3i2.211

El-Dakhs, D. A. S. (2020). Variation of metadiscourse in L2 writing: Focus on language proficiency and learning context. Ampersand, 7, 100069. DOI: https://doi.org/10.1016/j.amper.2020.100069

Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915–933. DOI: https://doi.org/10.1002/sce.20012

Farsani, M. A. (2020). Using Toulmin’s elements of argumentative writing in an Iranian EFL context: Gender differences and age variations. ROSHDS FLT, 34(3), 1–11. http://noo.rs/vpcIR

Ha, M. J. (2022). Syntactic complexity in EFL writing: Within-genre topic and writing quality. CALL-EJ, 23(1), 187–205. https://old.callej.org/journal/23-1/Ha2022.pdf

Imanuella, N., & Redhana, I. W. (2024). Argument patterns in Redox Reaction and Electrochemistry topics in a high school textbook. International Conference on Mathematics and Science Education, 110–128. DOI:10.18502/kss.v9i13.15912

Indah, R. N. (2017). Critical thinking, writing performance and topic familiarity of Indonesian EFL learners. Journal of Language Teaching and Research, 8(2), 229–236. DOI:10.17507/jltr.0802.04

Ishikawa, S. (2013). The ICNALE and sophisticated contrastive interlanguage analysis of Asian learners of English. Learner Corpus Studies in Asia and the World, 1, 91–118. https://www.researchgate.net/publication/285651859_The_ICNALE_and_sophisticated_contrastive_interlanguage_analysis_of_Asian_learners_of_English

Ishikawa, S. (2023). The ICNALE Guide: An Introduction to a Learner Corpus Study on Asian Learners’ L2 English. Routledge. DOI: https://doi.org/10.4324/9781003252528

Jaijon, S. (2021). The effect of topic familiarity on critical thinking skills of Thai secondary students at different English writing ability levels. Thammasat University. https://ethesisarchive.library.tu.ac.th/thesis/2021/TU_2021_6106040113_15470_19958.pdf

Kessler, M., Ma, W., & Solheim, I. (2021). The effects of topic familiarity on text quality, complexity, accuracy, and fluency: A conceptual replication. Tesol Quarterly, 56(4), 1163–1190. DOI: https://doi.org/10.1002/tesq.3096

Liu, D., & Wan, F. (2020). What makes proficient writers’ essay more persuasive? A Toulmin perspective. International Journal of TESOL Studies, 2(1), 1–13. DOI:10.46451/ijts.2020.06.01

Maimon, E. P., Peritz, J. H., Yancey, K. B. (2007). A writer’s resource: A handbook for writing and research. McGraw Hill. ark:/13960/t85j4r54v

Noroozi, O., Banihashem, S. K., Kerman, N. T., Khaneh, M. P. A., Babaee, M., Ashrafi, H., & Biemans, J. A. H. (2023). Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments. Interactive Learning Environments, 31(10), 6302–6316. DOI: https://doi.org/10.1080/10494820.2022.2034887

Noroozi, O., Hatami, J., Bayat, A., Van Ginkel, S., Biemans, H. J. A., & Mulder, M. (2020). Students’ online argumentative peer feedback, essay writing, and content learning: Does gender matter? Interactive Learning Environments, 28(6), 698–712. DOI: https://doi.org/10.1080/10494820.2018.1543200

Nugroho, A., & Stardy, R. (2023). An analysis of Toulmin elements in Indonesian male and female EFL learners’ argumentative writing. English Language and Literature International Conference (ELLiC) Proceedings, 6, 239–248. https://jurnal.unimus.ac.id/index.php/ELLIC/index

Ozfidan, B., & Mitchell, C. (2020). Detected difficulties in argumentative writing: The case of culturally and linguistically Saudi backgrounded students. Journal of Ethnic and Cultural Studies, 7(2), 15–29. DOI: http://dx.doi.org/10.29333/ejecs/38

Qin, J., & Karabacak, E. (2010). The analysis of Toulmin elements in Chinese EFL university argumentative writing. System, 38, 444–456. DOI: https://doi.org/10.1016/j.system.2010.06.012

Rahimi, M., & Zhang, L. J. (2021). Effects of an engaging process-genre approach on student engagement and writing achievements. Reading & Writing Quaterly, 38(5), 487–503. https://doi.org/10.1080/10573569.2021.1982431

Stapleton, P., & Wu, Y. A. (2015). Assessing the quality of arguments in students persuasive writing: A case study analyzing the relationship between surface structure and substance. Journal of English for Academic Purposes, 17(1), 12–23. DOI:10.1016/j.jeap.2014.11.006

Stapleton, P. (2001). Assessing critical thinking in the writing of Japanese university students: Insight about assuptions and content familiarity. Written Communication, 18, 506e548. DOI:10.1177/0741088301018004004

Toulmin, S., Rieke, R., & Janik, A. (1984). An introduction to reasoning. Macmillan.

Toulmin, S. (1958). The uses of argument. Cambridge University Press.

Toulmin, S. (2003). The uses of argument. Cambridge University Press.

Troyka, L. Q. (2004). Quick access: Reference for writers. Pearson.

Tsemach, E., & Zohar, A. (2021). The intersection of gender and culture in argumentative writing. International Journal of Science Education, 43(6), 969–990.

Utomo, Y. S. (2019). Argumentation skills profile on 8th grade students using Toulmin’s argument pattern on controversial topic. Journal of Physics: Conference Series, 1233(1), 012095. DOI: 10.1088/1742-6596/1233/1/012095

Wang, Z., & Chiu, M. M. (2024). Multi-discourse modes in student writing: Effects of combining narrative and argument discourse modes on argumentative essay scores. Applied LInguistics, 45(1), 20–40. DOI:10.1093/applin/amac073

Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Jurnal Cakrawala Pendidikan, 37(2), 1–9. DOI: https://doi.org/10.21831/cp.v37i2.20157

Yang, R., & Pan, H. (2023). Whole-to-part argumentation instruction: An action research study aimed at improving Chinese college students’ English argumentative writing based on the Toulmin model. Sage Open, 1–15. DOI: https://doi.org/10.1177/21582440231207738

Yang, R. (2022a). An empirical study of claims and qualifiers in ESL students’ argumentative writing based on Toulmin model. Asian-Pacific Journal of Second and Foreign Language Education, 7(6), 1–17. DOI: https://doi.org/10.1186/s40862-022-00133-w

Yang, R. (2022b). An empirical study on the scaffolding Chinese university students’ English argumentative writing based on Toulmin model. HELiYON, 8(12), e12199. DOI: https://doi.org/10.1016/j.heliyon.2022.e12199

Yasuda, S. (2023). What does it mean to construct an argument in academic writing? A synthesis of English for general academic purposes and English for specific academic purposes perspectives. Journal of English for Academic Purposes, 66, 101307. DOI:10.1016/j.jeap.2023.101307

Zhang, T., & Zhang, L. J. (2021). Taking stock of a genre-based pedagogy: Sustaining the development of EFL students’ knowledge of the elements in argumentation and writing improvement. Sustainability, 13, 11616. DOI: https://doi.org/10.3390/su132111616

Downloads

Published

2025-07-18

How to Cite

Indarti, D. (2025). Toulmin Argument Patterns in Asian EFL Learners’ Essays: Gender and Topic-Based Comparison. Journal of Languages and Language Teaching, 13(3), 1380–1392. https://doi.org/10.33394/jollt.v13i3.14701

Issue

Vol. 13 No. 3 (2025)

Section

Articles

Citation Check

License

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  1. They are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. They agree to the following license and publishing agreement.

Copyright
Authors who publish with JOLLT Journal of Languages and Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

JOLLT Journal of Languages and Language Teaching uses a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.