Analyzing Pre-Service English Language Teachers’ Argumentation Skills through Online Forum Discussions

The research explores pre-service English language teachers in Ecuador through their online forum discussions to assess their argumentation abilities. The main goal of this study was to assess the ability of future educators to develop well-supported and logical written arguments for academic prompts. The MAXQDA 24 software analyzed forum posts to assess their clarity of standpoints, logical organization, evidence use, and counterargument inclusion. The analysis showed that implicit reasoning appeared frequently while evidence integration remained minimal and counterargument engagement was absent. The informal language choice, combined with an inconsistent academic tone, made many responses less clear and less persuasive. The identified issues demonstrate common problems that students face when writing academically, thinking critically, and preparing for their profession. This research suggests strategies such as argument mapping combined with structured feedback and scaffolded writing activities to help students develop stronger reasoning and writing abilities. The development of these skills remains crucial because they determine both academic achievement and professional teaching effectiveness in future careers.