Developing A Prototype Module Of Digital Learning Resources For Building Argument In An Academic Writing Course

Abstract

This study investigates how digital learning resources can be utilized to develop students' argument-building skills in an Academic Writing course within an EFL higher education context. The study addresses the research gap in previous studies that mainly focus on the effectiveness or popularity of digital tools rather than examining how digital academic writing materials are pedagogically designed to support academic writing development. The objectives of this study are to investigate the utilization of digital learning resources in developing students’ building argument skills in an Academic Writing course and to develop a proposed module prototype for an Academic Writing lesson based on the research findings and discussion. This study employed a qualitative research design using qualitative teaching document observation and open-ended questionnaires. The data consisted of digital learning resources, such as modules, LMS content, websites, digital handouts, and AI-supported resources, as well as lecturers’ questionnaire responses. The data were analyzed through coding, categorization, thematic analysis, and integrated interpretation. The findings show that lecturers utilize various digital learning resources to support the development of building argument skills through activities such as brainstorming, summarizing, paraphrasing, drafting arguments, incorporating evidence, citation, and revision. The materials generally provide systematic organization, scaffolding, models, and guided tasks that support both macro-level and micro-level writing competence. However, feedback opportunities, peer-review integration, and ethical guidance for AI use remain limited. Lecturers perceived digital resources as beneficial for improving engagement, accessibility, and writing support, although challenges such as student distraction, technical issues, and overreliance on AI tools were also identified. Based on the integrated findings, this study proposes a digital academic writing module prototype that emphasizes structured stages, scaffolding, feedback opportunities, and pedagogical alignment to support the systematic development of students’ building argument skills in academic writing.