Connecting source use and argumentation in L2 integrated argumentative writing performance

Abstract

Second language (L2) integrated argumentative writing is a complex process, where writers need to integrate sources to make effective arguments to demonstrate their writing proficiency. While abundant research has examined essay performance features in relation to proficiency scores, our understanding of the nature of L2 argumentation and the impact of source use on argumentation quality remains relatively limited. This short communication investigates how source use characteristics were manifested in 300 argumentative writing performances of an integrated writing test. The essays were coded and analyzed in terms of integration style, interpretation accuracy, and integration purpose along with their argumentation effectiveness, operationalized as argument structure and reasoning quality. The results showed that while source use characteristics did not show a direct relationship with score level, certain features displayed systematic differences across levels of argumentation effectiveness, which are significantly related to writing scores. The findings suggest a potential complex, indirect relationship between source use, argumentation, and writing proficiency that warrants a more thorough analysis in L2 writing research.