Argumentative discourse construction through the AREL framework in EFL university classrooms: A qualitative study
DOI:
https://doi.org/10.63324/jeit.2.1.2026.145Keywords:
AREL, Argumentative speaking, Discourse construction, EFL learners, Qualitative studyAbstract
This study addresses the challenges faced by EFL university students in constructing coherent and logical spoken arguments in academic contexts. Despite the increasing emphasis on argumentative speaking in higher education, many learners struggle to organize ideas and provide sufficient justification during real-time communication. This study aims to explore how Indonesian EFL university students construct argumentative discourse using the AREL (Assertion, Reason, Evidence, Linkback) framework, identify the challenges they encounter, and examine their perceptions of its usefulness. A qualitative research design was employed involving five university students who participated in an argumentative speaking task followed by semi-structured interviews. The data were analyzed using thematic analysis. The findings indicate that students were able to use the AREL framework to structure their arguments more coherently; however, they experienced difficulties in generating relevant evidence, maintaining fluency, and managing cognitive load during spontaneous speaking. Despite these challenges, students perceived AREL as an effective framework that improved clarity and logical organization of their spoken arguments. These findings suggest that AREL can serve as a valuable pedagogical tool to support argumentative speaking development in EFL higher education contexts.References
Alamri, W., & Qasem, F. (2024). Foreign language speaking anxiety in relation to gender: students and teachers’ perceptions. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2423440
Altun, E., & Ozsevgec, T. (2025). Making Argumentation-Based Learning and Teaching Happen: Exploring the Development of Pre-Service Science Teachers’ Argumentation Competencies. Science and Education. https://doi.org/10.1007/s11191-024-00612-1
Andania, R. A., Romadhoni, M., Nita, F. R., Setiawan, S., & Yen, A.-C. (2024). Initiating the EFL University Students’ Critical Thinking in Oral Mode through Pragma-Stylistic Strategies. Journal of Pragmatics Research, 6(1), 113–147. https://doi.org/10.18326/jopr.v6i1.113-147
Braun, V., & Clarke, V. (2006). One size fits all? What counts as quality practice in (reflexive) thematic analysis? https://doi.org/10.1080/14780887.2020.1769238
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry & Research Design (H. Salmon (ed.)). SAGE Publications Inc.
Darwin, Rusdin, Mukminatien, N., Suryati, N., Laksmi, E. D., & Marzuki. (2024). Critical thinking in the AI era: An exploration of EFL students’ perceptions, benefits, and limitations. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2023.2290342
Dörnyei, Z. (2007). Research Methods in Applied Linguistics. ASp, 53–54, 197–198. https://doi.org/10.4000/asp.294
Elisathusilawani, E. (2023). Exploring EFL Students’ Speaking Challenges in Their Speaking for Social Purposes. Journal of English and Education (JEE), 9(1), 10–21. https://doi.org/10.20885/jee.v9i1.28010
Fernandes, R., Willison, J., Boyle, C., & Muliasari, D. (2025). Teachers’ Perceptions of Critical Thinking Facilitation in English Language Classes in an Indonesian High School. Educational Studies - AESA, 61(1), 22–39. https://doi.org/10.1080/00131946.2025.2467904
Lin, M. C. (2024). Exploring the effects of argumentation-based inquiry in dual-language courses on EFL students’ oral presentation skills and willingness-to-communicate. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2429873
Majidi, A. el, Janssen, D., & de Graaff, R. (2021). The effects of in-class debates on argumentation skills in second language education. System, 101. https://doi.org/10.1016/j.system.2021.102576
Mallahi, O. (2024). Exploring the status of argumentative essay writing strategies and problems of Iranian EFL learners. Asian-Pacific Journal of Second and Foreign Language Education, 9(1). https://doi.org/10.1186/s40862-023-00241-1
Merriam, S. B., & Tisdell, E. J. (2016). QualitativeResearch A Guide to Design and Implementation. Jossey-Bass.
Sari, A. S. (2019). Developing English Grammar Textbook for the Students of General English Course (GEC) at Mahesa Institute Pare. Language-Edu, 8(1).
Sari, A. S. My Autoethnographic Journey: Personal Insights into Learning English. Autoethnography: English Language Learning in Non-Native Environments, 199.
Sari, A. S., Widiati, U., Zein, E. L., & Suharyadi, S. (2026). From classroom to autonomy: A systematic literature review of self-regulated learning strategies in English language teaching. Journal of Research on English and Language Learning, 7(1), 319–343. https://doi.org/10.33474/j-reall.v7i1.24739
Szyszka, M., Peltonen, P., & Lintunen, P. (2024). Unravelling the relationship between language anxiety and foreign language speech fluency in a monologue production. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2387149
Putra, Y. S., Tansilo, H., Hastomo, T., Sari, A. S., & Aguilar, M. G. W. (2025). Efficacy of AI-based Text-to-Speech in Indonesian pronunciation training for foreign speakers (BIPA): A mixed-method analysis. Journal of Educational Management and Instruction, 5(2), 479–492. https://doi.org/10.22515/jemin.v5i2.12403
Tsai, K. J. (2025). Fostering ‘talk to learn’ in an EFL classroom. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2516389
Yin, S., Fan, J., Jin, Y., & Stapleton, P. (2024). Towards a framework of critical thinking for assessing EAP speaking. Journal of English for Academic Purposes, 71. https://doi.org/10.1016/j.jeap.2024.101426
Yin, X., Bin Mohd Saad, M. R., & Binti Abdul Halim, H. (2024). Technology-enhanced social learning (TSL) to foster critical thinking dispositions and thinking in writing. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2341584
