Publisher

UNIGALUNIGAL

Journal JALL (Journal of Applied Linguistics and Literacy)JALL (Journal of Applied Linguistics and Literacy) Abstract

This study examines how cultural background and gender relate to argumentative coherence in English writing among Indonesian and Japanese EFL learners. Although intercultural rhetoric research has explored cross-cultural variation in argumentative structure, limited corpus-based studies have compared learners at controlled proficiency levels using a structured analytical framework. Drawing on 20 B1_2-level essays from the ICNALE corpus, this study applies the Toulmin Argument Pattern (TAP) framework to analyze the distribution of claims, data, counterclaims, and rebuttals. Argumentative quality was further assessed using an adapted coherence-level scale. The findings reveal clear cross-cultural variation: Indonesian learners produced a higher frequency of claims and supporting data, reflecting a predominantly linear argumentative structure, whereas Japanese learners more frequently incorporated counterclaims and rebuttals, resulting in more structurally complete argumentative cycles. Gender-related differences were observed in the distribution of argumentative elements; however, these patterns should be interpreted cautiously due to the exploratory sample size. Overall, the study highlights the role of culturally shaped rhetorical preferences in EFL argumentative writing and demonstrates the usefulness of TAP as a diagnostic tool for examining intercultural variation in coherence. Pedagogical implications and directions for future research are discussed.

Conclusion

This study revealed distinct cultural influences on argumentative writing, with Indonesian learners favoring linear claim-data structures and Japanese learners demonstrating more complex argumentative cycles incorporating counterclaims and rebuttals.Gender-related variations were observed but require further investigation due to the limited sample size.These findings underscore the importance of recognizing culturally shaped rhetorical preferences in EFL writing instruction and highlight the potential of the Toulmin Argument Pattern (TAP) framework for assessing intercultural coherence.

Future Research

Future research should expand the dataset to include a larger sample size and diverse writing prompts to enhance the generalizability of the findings. Investigating the impact of explicit instruction in argumentation structures, such as the Toulmin model, on Indonesian EFL learners ability to incorporate counterclaims and rebuttals would be valuable. Furthermore, exploring the relationship between learners cultural backgrounds, rhetorical preferences, and perceptions of coherence could provide deeper insights into the complexities of intercultural argumentation, potentially informing the development of culturally responsive pedagogical approaches to writing instruction.

References

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Pages	15
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