Attitude in EFL Argumentative Writing: A Corpus-Based Appraisal Analysis of Beginner and Intermediate Learners in AIULEC

Ebtissam Alkishir; Mostafa Garbaj

doi:10.36602/faj.2026.n22.15

Authors

Ebtissam Alkishir Alasmarya Islamic University, Faculty of Arts, Department of English, Libya https://orcid.org/0009-0004-9490-6563
Mostafa Garbaj Alasmarya Islamic University, Faculty of Arts, Department of English, Libya https://orcid.org/0000-0001-6404-5337

DOI :

https://doi.org/10.36602/faj.2026.n22.15

Keywords:

Academic writing, EFL students, Undergraduate, Corpus-based analysis, Appraisal framework

Abstract

This study investigates the use of the Appraisal framework (Martin & White, 2005) through a corpus-based analysis of Alasmarya Islamic University Learner English Corpus (AIULEC), comparing beginner and intermediate learners’ timed argumentative writing. The analysis focused on Attitude resources, including Affect, Judgement, and Appreciation, examining their frequency, distribution, polarity, and explicitness across the two proficiency groups. Chi-square tests and Cramér’s V were used to assess differences between the groups, complemented by qualitative analysis of representative examples. Findings indicate that the two groups differ in their use of Attitude resources, with beginners relying more on Judgement and intermediate learners using more Appreciation. However, no statistically significant differences were found in polarity and explicitness, with both groups showing a preference for positive and inscribed evaluative resources. The study highlights the pedagogical relevance of developing learners awareness of evaluative language in academic writing, particularly in argumentative contexts. It suggests that instruction should support EFL learners in using appropriate Attitude resources to construct effective academic arguments.

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