How Intermediate L2 Writers Improve Argument Quality through Exemplars: Learning from Annotations vs. Independent Inference

How Intermediate L2 Writers Improve Argument Quality through Exemplars: Learning from Annotations vs. Independent Inference | Authorea try { document.documentElement.classList.add('js'); } catch (e) { } var _gaq = _gaq || []; _gaq.push(['_setAccount', 'G-8VDV14Y67G']); _gaq.push(['_trackPageview']); (function() { var ga = document.createElement('script'); ga.type = 'text/javascript'; ga.async = true; ga.src = ('https:' == document.location.protocol ? 'https://ssl' : 'http://www') + '.google-analytics.com/ga.js'; var s = document.getElementsByTagName('script')[0]; s.parentNode.insertBefore(ga, s); })(); Skip to main content Preprints Collections Wiley Open Research IET Open Research Ecological Society of Japan All Collections About About Authorea FAQs Contact Us Quick Search anywhere Search for preprint articles, keywords, etc. Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed. Data may be preliminary. 5 February 2026 V1 Latest version Share on How Intermediate L2 Writers Improve Argument Quality through Exemplars: Learning from Annotations vs. Independent Inference Author : Zihan Xu 0009-0001-5865-6817 [email protected] Authors Info & Affiliations https://doi.org/10.22541/au.177032775.58061817/v1 100 views 39 downloads Contents Abstract Supplementary Material Information & Authors Metrics & Citations View Options References Figures Tables Media Share Abstract This study investigated how annotated and unannotated exemplars influence L2 learners' argumentative essay writing, focusing on changes in argument quality across both revision and new composition tasks. Additionally, learners' self-regulated learning journals and questionnaire responses were analyzed to explore their perceptions and reflections on using exemplars. The findings indicate that over half of the participants in both groups demonstrated improvements in overall argument quality. The annotated exemplar group showed a deeper analytical focus on argument quality during the analysis phase and achieved greater gains in revising their original essays. However, in the new composition task, the unannotated group exhibited greater improvement, suggesting that self-directed analysis may foster more durable internalization of writing strategies. These effects might be mediated by individual differences and learners' writing proficiency, highlighting the importance of differentiated scaffolding support. The study also discusses pedagogical implications for exemplar-based L2 writing instruction and emphasizes the importance of fostering learner autonomy. Supplementary Material File (l2 argumentative writing.pdf) Download 545.48 KB Information & Authors Information Version history V1 Version 1 05 February 2026 Copyright This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License Keywords annotated exemplar argumentative writing l2 writing self-regulated learning writing education Authors Affiliations Zihan Xu 0009-0001-5865-6817 [email protected] Faculty of Arts KU Leuven View all articles by this author Metrics & Citations Metrics Article Usage 100 views 39 downloads .FvxKWukQNSOunydq8rnd { width: 100px; } Citations Download citation Zihan Xu. How Intermediate L2 Writers Improve Argument Quality through Exemplars: Learning from Annotations vs. Independent Inference. Authorea . 05 February 2026. DOI: https://doi.org/10.22541/au.177032775.58061817/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. 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