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 Search Search ADVANCED SEARCH SCROLL This is a preprint and has not been peer reviewed.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. 22 May 2025 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 Authors Info & Affiliations https://doi.org/10.22541/au.174793887.79191840/v1 250 views 91 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 appeared to be mediated by individual differences and learners' writing proficiency, underscoring the importance of balanced scaffolded support. The study discusses pedagogical implications for exemplar-based L2 writing instruction and emphasizes the importance of fostering learner autonomy. Supplementary Material File (l2 argumentative writing_learning from annotations vs. independent inference.pdf) Download 2.37 MB Information & Authors Information Version history V1 Version 1 22 May 2025 Copyright This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License Keywords annotated exemplar l2 argumentative writing l2 writing language education literacy self-regulated learning writing education Authors Affiliations Zihan Xu 0009-0001-5865-6817 KU Leuven View all articles by this author Metrics & Citations Metrics Article Usage 250 views 91 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 . 22 May 2025. DOI: https://doi.org/10.22541/au.174793887.79191840/v1 If you have the appropriate software installed, you can download article citation data to the citation manager of your choice. Simply select your manager software from the list below and click Download. For more information or tips please see 'Downloading to a citation manager' in the Help menu . Format Please select one from the list RIS (ProCite, Reference Manager) EndNote BibTex Medlars RefWorks Direct import Tips for downloading citations document.getElementById('citMgrHelpLink').addEventListener('click', function() { popupHelp(this.href); return false; }); $(".js__slcInclude").on("change", function(e){ if ($(this).val() == 'refworks') $('#direct').prop("checked", false); $('#direct').prop("disabled", ($(this).val() == 'refworks')); }); View Options View options PDF View PDF Figures Tables Media Share Share Share article link Copy Link Copied! Copying failed. 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