Argumentation and Critical Thinking in EFL Writing: A Theoretical and Empirical Exploration

Jie Yang

PhD Candidate, the School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia.

Shaidatul Akma Adi Kasuma

Assoc. Prof. Dr., the School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia.

Malini Ganapathy

Assoc. Prof. Dr., the School of Languages, Literacies and Translation, Universiti Sains Malaysia, Malaysia

Abstract

This article examines the interrelationship between argumentation, critical thinking (CT), and English as a Foreign Language (EFL) writing through an integrative synthesis of both conceptual and empirical scholarship. It argues that argumentative writing extends beyond the production of a linguistic text, functioning instead as an observable manifestation of cognitive behaviour involving reasoning, evaluative judgement, evidence assessment, and metacognitive control. Drawing upon Toulmin’s argument framework, CT theory, sociocultural perspectives on learning, genre-based pedagogy, and contemporary findings from EFL writing research, the review consolidates current understanding of how learners formulate claims, justify positions with evidence, anticipate opposing viewpoints, and construct rebuttals while operating within the limitations of a second language. The reviewed literature indicates a generally positive association between CT and writing quality; however, this relationship is neither direct nor guaranteed. Evidence suggests that instructional approaches incorporating explicit argumentation training, genre-oriented exemplification, metacognitive prompts, collaborative discussion, and scaffolded feedback contribute to stronger claims, more developed counterarguments, improved evidential support, and greater textual coherence. Nevertheless, the effectiveness of such interventions is influenced by several contextual and learner-related factors, including language proficiency, assessment practices, instructional competence, task familiarity, and existing rhetorical knowledge. Adopting a cognitive-behavioural perspective, the article conceptualises EFL argumentative writing as a dynamic interaction among linguistic resources, argumentative competence, social support mechanisms, and reflective self-regulation. The review concludes by proposing directions for future mixed-methods investigations and outlining implications for curriculum design, writing instruction, and assessment practices.

Argumentation; Critical Thinking; EFL Writing; Argumentative Writing; Toulmin Model; Genre Pedagogy; Metacognition.