Nasywa Ayu Malihah, Alief Noor Farida

Logical fallacies in EFL students' undergraduate argumentative writing

Introduction

Logical fallacies in efl students' undergraduate argumentative writing. Identifies logical fallacies and their causes in EFL students' undergraduate argumentative writing. Recommends integrating critical reasoning into English courses to enhance thinking skills.

Abstract

Argumentative essays were an important part of learning English as a foreign language (EFL) because this genre of writing not only developed language skills but also engaged students in critical thinking. Although grammar and structure was usually the main focus, students often overlooked the sense of logic in their arguments, especially the fallacies or reasoning errors. To address this gap, the researcher used qualitative research to identify the types of logical errors made by EFL students in their argumentative essays at a public university in Semarang and the underlying causes of those fallacies that occurred. A systematic content analysis method based on Mayfield's taxonomy was used to identify types of logical fallacies that categorized into four board categories, manipulation through language, emotion, distraction, and inductive fallacy. Students' argumentative writing was analyzed, and semi-structured interviews were conducted to understand the patterns that implied the causes of logical fallacies. The findings demonstrated that most of the EFL students’ arguments in argumentative writing were influenced by the limitations in their thinking abilities, emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. Students also showed a tendency to simplify complex issues, which was evident from the consistent usage of hasty generalizations and false dilemmas in their essays. Based on these findings, it is essential to introduce the knowledge of logical reasoning and assess the credibility and reliability of reasons and evidences that are incorporated in English argumentative writing courses, which would significantly enhance students' critical thinking skills in learning about argumentation. As a result, these findings should be taken into account by educators who aim to equip EFL students with the critical thinking skills that are necessary for constructing a well-structured argument.

Review

This paper addresses a crucial, yet often overlooked, aspect of English as a Foreign Language (EFL) education: the presence and causes of logical fallacies in students' argumentative writing. The authors correctly identify a significant gap in current pedagogical approaches, which tend to prioritize grammatical correctness and structural organization over the foundational logical coherence of arguments. Employing a qualitative research design, the study systematically investigates the types of reasoning errors made by EFL undergraduates at a public university in Semarang and delves into the underlying factors contributing to these fallacies. This focus on critical thinking development within the context of argumentative writing is highly pertinent and offers valuable insights for both researchers and practitioners in the field. The methodology, utilizing systematic content analysis based on Mayfield's taxonomy, provides a robust framework for categorizing fallacies into distinct groups such as manipulation through language, emotion, distraction, and inductive fallacy. This structured approach, complemented by semi-structured interviews, effectively uncovers the multifaceted origins of logical errors. Key findings reveal that students' fallacies are predominantly influenced by inherent limitations in their thinking abilities, a reliance on emotional reasoning, insufficient explicit instruction in critical thinking, and superficial peer feedback. The consistent identification of hasty generalizations and false dilemmas further underscores a tendency among students to oversimplify complex issues, a critical observation for targeted pedagogical interventions. The implications of this research are significant and actionable. The authors cogently argue for the essential integration of logical reasoning instruction and critical assessment of evidence credibility within English argumentative writing courses. Such an emphasis is posited to substantially enhance students' critical thinking skills, moving beyond mere linguistic proficiency to developing genuinely well-structured and logically sound arguments. Ultimately, this study makes a compelling case for educators to proactively equip EFL students with these vital cognitive skills, providing a clear roadmap for improving the quality and depth of argumentative writing education. Its findings offer a valuable contribution to the ongoing discourse on critical thinking integration in second language pedagogy.

Full Text

Comments

You need to be logged in to post a comment.