Chatbot-based training on logical fallacy in EFL argumentative writing

Ruofei ZHANG, Di ZOU, Kwok Shing CHENG

Research output: Contribution to journalArticlespeer-review

8 Citations (Scopus)

Abstract

EFL learners generally have the problem of logical fallacies in EFL argumentative writings. Logical fallacies are errors in reasoning that can undermine EFL argumentative writing quality. Explicit training on logical fallacies may help learners deal with the problem and enhance their self-efficacy and proficiency in EFL argumentative writing, which educational chatbots may further enhance. However, few studies have been conducted in this direction. To fill the gap, we developed a chatbot for out-of-class, self-regulated training on logical fallacies in EFL argumentative writing. Fifteen Chinese EFL undergraduate and graduate students engaged in the training for five weeks. Semi-structured interviews and transcript analysis were conducted to investigate the participants’ perceived impacts of the training on self-efficacy and proficiency in EFL argumentative writing. To triangulate the interview results, we conducted pre–post questionnaires on the participants’ writing self-efficacy and analysed their pre–post argumentative writings based on the Illinois Critical Thinking Essay Scoring Rubric. The results showed that the training on logical fallacies might improve EFL argumentative writing proficiency, although it might reduce writing self-efficacy. Based on the results, we called for more implementation and investigation of chatbot-based training on logical fallacies, especially the long-term training integrated with practice in writing tasks. Copyright © 2023 Informa UK Limited, trading as Taylor & Francis Group.

Original languageEnglish
Pages (from-to)932-945
JournalInnovation in Language Learning and Teaching
Volume17
Issue number5
Early online dateApr 2023
DOIs
Publication statusPublished - 2023

Citation

Zhang, R., Zou, D., & Cheng, G. (2023). Chatbot-based training on logical fallacy in EFL argumentative writing. Innovation in Language Learning and Teaching, 17(5), 932-945. https://doi.org/10.1080/17501229.2023.2197417

Keywords

  • Chatbot
  • English writing
  • Logical fallacy
  • Second language writing
  • Technology-enhanced language learning

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