Argumentative writing an‎d Technology: A Systematic Review (2010-2025)

10/23/2025 12:00:00 AM

Instilling students with the ability to argue effectively has become central to contemporary language education, particularly in light of fast-paced technological transformation in this modern era. This systematic review investigated how technology has been applied to support argumentative writing (AW) from 2010 to 2025, addressing two key research questions concerning thematic developments an‎d theoretical orientations in this field. With the use of PRISMA framework, 66 empirical studies which were published in peer reviewed journals were identified an‎d analyzed according to their themes an‎d theoretical grounding. Results showed that seven major categories of technological application which were automated assessment, generative artificial intelligence, AI-powered scaffolding, collaborative technologies, computational analysis, machine learning systems, an‎d hybrid approaches—with automated an‎d AI-supported assessment comprising the majority of studies. Scaffolding theory, Toulmin’s model of argumentation, an‎d cognitive load theory were the most frequently adopted theoretical frameworks, illustrating both pedagogical diversity an‎d growing theoretical convergence around the field of cognitive an‎d sociocultural constructs. The findings showed a paradigm shift toward generative AI research after 2022. Persistent gaps remained in research addressing reasoning processes, teacher professional knowledge, an‎d long-term effects of AI integration. This review concluded by advocating principled frameworks for technology-enhanced argumentative writing that balance innovation with critical thinking an‎d learner autonomy.

نوشتار استدلالي , تكنولوژي , هوش مصنوعي

ARGUMENT , ARGUMENTATIVE WRITING , TECHNOLOGY , AI

Ali Javidan Kia

Mohammad Amini Farsani