Argument Mapping with Translanguaging Pedagogy: A Panacea for EFL Students’ Challenges in Writing Argumentative Essays

Abstract

In recent years, the role of argument mapping (AM) as a tool to assist higher education learners in writing argumentative essays has gained recognition. However, there is a growing interest in exploring the combination of argument mapping (AM) with translanguaging or TLAN to enhance writing performance further, which requires more research. This study investigated the impact of integrating AM with TLAN pedagogy on students’ argumentative writing performance. Employing an explanatory, sequential mixed-method research design with a pre- and post-test approach, the study involved 27 third-year English as a Foreign Language (EFL) university students. They participated in 13 sessions of AM with TLAN implementation to support their argumentative writing tasks. Quantitative findings indicated a significant improvement in participants’ writing content and writing coherence between the pre- and post-test stages. When ANOVA was employed, significant differences between one quiz score to those of the other quizzes were exposed. Interestingly, despite being EFL learners, the participants perceived TLAN as a normal and non-disrespectful practice in the EFL classroom. Furthermore, qualitative results indicated that the participants welcomed the use of AM with TLAN, finding it beneficial in their writing tasks. Overall, AM with TLAN emerged as a helpful strategy that not only improved argumentative writing skills but also fostered deeper cognitive and linguistic fluency, as well as critical thinking. The study proposes further investigation into AM with TLAN for future research endeavours.