Phuong Dang (VNU University of Languages and International Studies, Vietnam)
Abstract
Argumentative essays rely on good arguments to achieve persuasiveness and coherence, and good arguments require the successful avoidance of logical fallacies. Despite the long-standing recognition of logical fallacies in academic settings, there remains a scarcity of research on the identification of logical fallacies in EFL students’ argumentative essays. To address this gap, in the current qualitative study I analyzed a corpus of 110 argumentative essays written by 55 EFL high school students who enrolled in an IELTS preparation course at an English language center. My analysis was guided by Vleet’s (2021) classification of informal logical fallacies, aiming to identify informal logical fallacies committed by the students. Results are expected to inform teachers, learners, and other stakeholders of prevalent informal logical fallacies that hinder students from constructing well-supported arguments and writing high-quality argumentative essays, allowing them to adjust their teaching and learning practices accordingly.
Research Paper (In person; 25 minutes)
Writing
General Interest
About the Presenter
Dang Thi Phuong (MA) is currently a lecturer at the University of Languages and International Studies, Vietnam National University, Hanoi, Vietnam. Her research interests include ELT/ESP teacher training and professional development, critical thinking, and the application of technology in English teaching and learning.
