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

Mohamad Almashour, Abdel Rahman Mitib Altakhaineh and Hesham Aldamen

World Journal of English Language, 2025, vol. 15, issue 7, 1

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.

Date: 2025
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