Developing an Argument-Based Instruction Approach to Teaching Academic Courses to Iranian University Students of TEFL

Document Type : Original Article

Authors

1 Master in English Language Teaching, Faculty of Literature and Humanities, Shiraz University, Iran.

2 Professor, Department of Foreign Languages ​​and Linguistics, Faculty of Literature and Humanities, Shiraz University

Abstract

Argumentation plays a crucial role in higher education, as students must read argumentative texts and write persuasive papers to develop their skills as future researchers. This study examined the impact of an argument-based instructional approach on students’ comprehension and evaluative skills in TEFL. A three-dimensional model, combining Toulmin and Scriven's frameworks with a dialectical component, was implemented to encourage student participation in discussions.
Five M.A. TEFL students engaged in a one-month study involving thirty 90-minute sessions covering Teaching Methodology, Psycholinguistics, and Testing. Data collection methods included interviews, reflections, note-taking, and coursework analysis. The findings revealed that while students improved in understanding argumentative texts, their evaluative skills showed less progress.
The study highlights that learning argumentation is a complex, time-consuming process requiring multiple sub-skills. Key implications for teaching include the need for instructors to have a strong grasp of argumentation theories and to act as facilitators. Moreover, argumentation classes should adopt a learner-centered approach, allowing students to actively participate in discussions and practice argument analysis and evaluation.
Quarterly Journal of Education Studies
Volume 11, Issue 42
September 2025
Pages 59-76

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